A Game-Based Student Response System

In this chapter, a game-based student response system, Kahoot!, is investigated. The purpose of the chapter was to analyze instructors and pre-service teachers' perspectives about the use of this platform. The advantages and disadvantages of integrating this tool in the classroom was investigated. Pre-service teachers' feedback and instructors' experiences using Kahoot! in higher education classrooms indicate that pre-service teachers welcome the use of these kind of games. Kahoot! can be used not only to increase student participation in the classroom but also as a formative assessment tool. Kahoot! can provide an engaging learning environment and adds active participation in the classroom by appealing even the most introverted students. In addition, immediate feedback feature of this game-based learning platform provides opportunities for instructors to tailor their instruction based on student understanding on games.

189 A SIMULATION WITH NO PARTICIPANTS ONLY CO-FACULTY: USING SIMULATION FOR SYSTEMS INTEGRATION ON THE LARGE SCALE

The large-scale relocation of a paediatric hospital is a significant undertaking. New environments change the system, and ways of working must adapt to maintain quality healthcare. There are risks to patients and staff well-being, with high anxiety around change. There is evidence for the efficacy of simulation as a tool for safe training and rehearsal of staff and teams [1] but less so on such a large scale. Simulation for many is still perceived as a test of performance and a threat. We connected with the international simulation community to design a hospital-wide programme of Patient Environment Simulations for Systems Integration (PESSI). This paper outlines challenges in establishing buy-in from stakeholders and departments, developing a framework for implementation and our reflections on delivery of large-scale simulation activities to assist a hospital move.How can simulation-based methodology be used to support clinical departments on a large scale to adapt/integrate/prepare in moving to a brand-new hospital?Collaboration with authors of PEARLS for system integration use [1], using it as the main framework for delivery and structure of PESSI. Stages of delivery were: pre-phase work, system testing day, debrief/reflection and evaluation. Immediate feedback of enjoyment and learning was collated from all participants. Three-month post-move feedback is planned to review ongoing impact/behaviour change plus analysis of safety incidents.Pre-phase work involved meeting stakeholders and establishing aims of testing. Ward managers were key departmental links, meeting with members of PESSI to plan scenarios. System testing days involved familiarizing themselves with the environment, followed by ‘day in the life’ simulations with a representation of the whole team. All participants were called ‘co-faculty’ and knew exactly what would happen. Debrief involved facilitated conversations with the whole team describing reactions, and deeper analysis of the key events, with concerted efforts by facilitators to give a balanced approach of positives and challenges. A short report was given back to the department detailing the findings teams would need solutions to. Solutions from simulation were implemented prior to the move, increasing staff confidence, with many feeling PESSI played a major role in feeling prepared for the new site. The PESSI framework is being utilized in adult services and we hope to publish our methodology to share with the wider simulation community.

AutoMicroED: A semi-automated MicroED processing pipeline

Despite rapid adaptation of micro-electron diffraction (MicroED) for protein and small molecule structure determination to sub-angstrom resolution, the lack of automation tools for easy MicroED data processing remains a challenge for expanding to the broader scientific community. In particular, automation tools, which are novice user friendly, compatible with heterogenous datasets and can be run in unison with data collection to judge the quality of incoming data (similar to cryosparc LIVE for single particle cryoEM) do not exist. Here, we present AutoMicroED, a cohesive and semi-automatic MicroED data processing pipeline that runs through image conversion, indexing, integration and scaling of data, followed by merging of successful datasets that are pushed through phasing and final structure determination. AutoMicroED is compatible with both small molecule and protein datasets and creates a straightforward and reproducible method to solve single structures from pure samples, or multiple structures from mixed populations. The immediate feedback on data quality, data completeness and more parameters, aids users to identify whether they have collected enough data for their needs. Overall, AutoMicroED permits efficient structure elucidation for both novice and experienced users with comparable results to more laborious manual processing.

Do the Dark Triad Personality Traits Buffer against Stress? A Study among Students of Higher Education in Malaysia

Stress and anxiety are prominent mental-health issues among students worldwide. The current students of higher education are digital natives who are accustomed to immediate feedback and instant gratifications. Therefore, they are susceptible to stress differently compared to the previous generations. Given the seriousness of the stress-related issue in higher education, this study was conducted to examine the role of dark triad personality (Machiavellianism, narcissism, and psychopathy) as a buffer against stress. The socially aversive and interpersonally adaptive nature of dark personality traits makes them ideal candidates for further investigation on the influence of personality on stress. The Dark Triad Dirty Dozen and Perceived Stress Scale were used to collect data from 549 respondents. Data were analyzed in two stages using Partial-Least Square-Structural Equation Modelling (PLS-SEM). The study revealed that the only dark triad personality that has a role in the increased level of stress is psychopathy. However, the finding was significant among men but not for women. The current study cannot statistically account for the population of different institutional settings since it only captured samples within higher education institutions in Malaysia. Therefore, future research should be extended to wider populations that cover individuals in certain practices or those with a leadership position in any profession.

Maximizing Production by Perforating with Accurate Dynamic Underbalance Using Electric Coiled Tubing Offshore Egypt

This paper represents a challenging rig-less intervention in highly deviated wells with heavy oil that has always been a challenge to conventional electric line (e-line) that is not a valid intervention technique due to its inherent limitations in these harsh environments. Electric Coiled Tubing (E-CT) was utilized not only to achieve safer deployment of the guns, but also to allow real-time operations on three wells which were inaccessible due to heavy oil content and restricted e-line accessibility. A case study is presented for a campaign performed using E-CT to convey the perforating string while pumping nitrogen (N2) to lift the well and achieve flowing under-balance to maximize perforation clean-up and minimize skin. Real-time readings from gamma ray, pressure and temperature sensors were used to accurately position the guns, generate the desired dynamic underbalance, and finally validate successful detonation based on pressure and temperature responses. This was achieved while N2 lifting and firing the guns to optimize the required under-balance value providing immediate feedback related to the production gain to determine the zonal contributions and maximize the economical production gains. Dynamic wellbore behavior software modeling was also used to predict the dynamic under-balance effect for maximizing perforation efficiency. Deployment of E-CT was very challenging in terms of operational execution but was extremely beneficial for the safety of the pipe during such operations. A total of 13 runs comprising of milling, tubing cleaning and drifting were performed to remove the accumulated scales inside the production tubing and to ensure full accessibility to target intervals. Coiled Tubing (CT) dynamic modeling software was utilized to simulate the N2 rate needed to achieve the target underbalance while maintaining safe perforating parameters for the CT while firing the guns. As a result of software simulations, one of the three wells was then recommended for an acid wash treatment which achieved very effective results. 15 perforation runs were performed on the three wells re-perforating a total of 188 ft of interval, resulting in a production increase of more than 300%. This was a significant improvement compared to the previous campaign carried out in 2017 where perforating in static conditions showed no increase in production without work-over rig intervention. E-CT intervention also eliminated the need for waiting on rig schedule and avoiding deferred production.

The Influence of Feedback Content and Feedback Time on Multimedia Learning Achievement of College Students and Its Mechanism

This study investigated the content of feedback (adaptive, elaborated, and knowledge of correct response, KCR) and time (Immediate and Delayed) influences on multimedia learning of college students. Students from the Northeast Normal University (N = 157) were randomly assigned to one of the six experimental conditions. We tried to explain the influence mechanisms of different feedback effects through subjectively reported motivation, cognitive load, and eye movement trajectory during the feedback period. The results showed that (1) different feedback methods in terms of feedback time and feedback content have significantly different effects on scores. Among them, scores of the immediate feedback group were significantly higher than those of the delayed feedback group, and the scores of the adaptive feedback (AF) group were significantly higher than those of the elaborated feedback (EF) group and the knowledge of the correct response feedback group. (2) Different types of feedback contents have significantly different effects on motivation. The motivation scores reported by the AF group and EF group were significantly higher than those reported by the knowledge of the correct response feedback group. (3) Different feedback methods in terms of feedback time and feedback content had significantly different effects on subjective germane cognitive load reports. Among them, the germane cognitive load score of the immediate feedback group was significantly higher than that of the delayed feedback group. The germane cognitive load scores reported by the AF group were significantly higher than those reported by the EF group and knowledge of the correct response feedback group. (4) The germane cognitive load plays a partial mediating role between the AF and post-test scores. (5) Different feedback methods in feedback time have different effects on eye movement fixation trajectory, which shows that the subjects in the immediate feedback group were significantly less than those in the delayed feedback group in fixation count and fixation time in the interest area of the stem. (6) Consistent with our hypothesis, different feedback methods in feedback content have different effects on eye movement trajectory. In summary, the results show that the AF initiated in this study has a positive effect on multimedia learning of college students; it not only provides empirical evidence for cognitive load theory but also helps educators design adaptive learning feedback according to responses of students.

Teacher Trainees Perceptions of Think-Pair-Share Technique in Teaching Classification of Living Organisms in Colleges of Education – Ghana

The purpose of the study was to explore the perceptions of teacher trainees on the use of think-pair-share in teaching and learning of classification of living organisms. The study adopted a quantitative approach. Both descriptive and inferential statistics were used to report the results of the study. Frequency counts and percentages were used to report the teacher trainees’ perceptions about the impact of think-pair-share learning technique in the teaching and learning of classification of living organisms. The study was carried out in Enchi College of Education in the Aowin Municipality in the Western North Region of Ghana. Stratified, simple random, and systematic sampling techniques were used to select 80 respondents for the study. This was made up of 30 level 300, 30 level 200, and 20 level 100 students, respectively. The participants were subjected to think-pair-share learning technique of teaching. The instrument used for the data collection was a questionnaire guide. The findings of the study revealed that, think-pair-share learning technique of teaching motivate and engage, provide immediate feedback, develop social and physical skills simultaneously, help students to learn with fun and increase students interest and confidence level. It was therefore recommended that creative approach such as think-pair-share learning technique should be adopted by science tutors in Colleges of Education for effective teaching and learning.

Sequence Graphics to Impart Drawing Skills in an Upper Extremity Anatomy Course

Background: Sequence graphics could be used to address the lacunae of drawing skill development in medical undergraduates. Objectives: The present study aimed to use sequence graphics to evaluate medical undergraduates in terms of drawing moderately complex diagrams. Methods: This pilot study was conducted on six medical students, and four moderately complex diagrams were evaluated regarding the usefulness of sequence graphics. Core and accessory components were identified before asking the students to draw the diagram. In a conventional drawing exercise, the students were asked to draw four diagrams consecutively during the dissection hour. On the next day, videos of sequence graphics were projected on the screen, and the students were asked to draw the diagrams simultaneously. Results: While using the conventional drawing method, the students took significantly more time to complete the diagram, the outcomes were not uniform, and several missing core and accessory components were detected. Using sequence graphics, all the students traced the diagrams in tandem with the projected videos. The videos would be paused and replayed an average of six times each; the mean duration of the videos was 95 seconds. The students started and ended the drawing at the same time, and immediate feedback revealed that they all agreed that sequence graphics could impart better drawing skills, thereby leading to the ease of drawing the diagrams. Conclusions: According to the results, sequence graphics resulted in uniform, centered, labelled, large diagrams with defined core and accessory components drawn in lesser time compared to conventional drawing.

Combining in-situ simulation and live HEMS mission facilitator observation: a flexible learning concept

Background Continuous medical education is essential in Helicopter Emergency Medical Services (HEMS). In-situ simulation training makes it possible to train in a familiar environment. The use of a dedicated facilitator is essential; however, when an in-situ simulation training session is interrupted by a live mission, the efforts invested in the training are left unfulfilled. This study aims to evaluate if HEMS mission observation and debriefing by the simulation facilitator is a feasible alternative to mission-interrupted simulation training, and how this alternative to simulation training is perceived by both facilitators and HEMS crew members. Methods Facilitator observation during live missions and post-mission debriefing was offered as an alternative to mission-interrupted simulation training over a one-year period at three HEMS bases. Immediate feedback was requested from crews and facilitators after each observed live mission on a predefined questionnaire. At the end of the study period, semi-structured interviews were performed with a sample of HEMS crew members and facilitators to further explore the experience with the concept. Numerical data about the sessions were recorded continuously. Results A total of 78 training sessions were attempted, with 46 (59%) of the simulations conducted as planned. Of the remaining, 23 (29%) were not started because the crew had other duties (fatigued crew or crew called for a mission where observation was inappropriate/impossible), and 9 (12%) training sessions were converted to observed live missions. In total, 43 (55%), 16 (21%) and 19 (24%) attempts to facilitate simulation training were undertaken on the three bases, respectively. The facilitators considered mission observation more challenging than simulation. The interviews identified local know-how, clinical skills, and excellent communication skills as important prerequisites for the facilitators to conduct live mission observation successfully. Participating crews and facilitators found simulation both valuable and needed. Being observed was initially perceived as unpleasant but later regarded as a helpful way of learning. Conclusion Live mission observation and debriefing seems a feasible and well-received alternative to an in-situ simulation program in HEMS to maximise invested resources and maintain the learning outcome. Furthermore, additional training of simulation facilitators to handle the context of live mission observation may further improve the learning output.

The Interpreter as Actor: Towards a Theatre-Informed Interpreting pedagogy

One of the many ways in which metaphorical language has been used to describe spoken language interpreting has drawn on the similarities the interpreters’ work shares with that of stage actors endeavouring to imitate the style and demeanour of different speakers. The parallels between interpreters and actors, however, run much deeper: both share a similar relationship with the written and spoken word; both rely on their verbal and non-verbal communication skills to encode and decode information transmitted in real time in front of an audience; both receive immediate feedback on their performance and rely on similar tools when preparing for one. By outlining the main areas in which their working and training paths intersect, it is the aim of this study to attempt to chart the interfaces between interpreters and actors and thereby contribute to the development of a theatre-informed interpreting pedagogy.