Conceptualizing a Quantitative Measurement Suite to Evaluate Healthcare Teams

Background Current team assessment instruments in healthcare tend to involve rater-based evaluations that are susceptible to well-known biases. Recent advances in technology include portable devices to measure team-based activities. Consequently, the possibility exists to move away from rater-based assessments of team function by identifying quantitative measures to replace them. Aim This article aims to provide potential approaches to developing quantitative measurement suites involving large amounts of data to address the challenges of assessment presented by the complex nature of teamwork. Conclusion By addressing construct, measurement, and context components, we provide a practical approach to developing a suite to capture quantitative measurements that, through incorporation of social network analysis and aggregated other values, aligns with the Team Strategies & Tools to Enhance Performance and Patient SafetyTM (TeamSTEPPSTM) dimensions for fostering teamwork.

Why Students Should Be Taught Differently: Learner Characteristics, Learning Styles and Simulation Performance

Background Business simulation as an instructional tool helps in developing integrative thinking and decision making skills. It is being taught to audiences who differ considerably in age, work experience (learner characteristics) and learning styles. The use of simulations is likely to grow further with advancements in internet technology and the fact that simulations are very amenable to remote modes of instruction. Aim This study aims to assess how learner characteristics and learning styles impact business simulation performance. It further assesses the combined effect of learner characteristics and learning styles on performance in business simulations, we specifically consider the manner in which learning styles moderate the impact of learner characteristics (age) on simulation performance. Method The study was conducted with 605 students of full time MBA and executive MBA programs with age group varying from 21 years to 53 years. They were taught using the same business simulation by CAPSIM. The learning styles were measured using Felder-Solomon’s instrument ‘Index of learning style’. Regression analysis was conducted with predictor variables of learner characteristics and learning styles and outcome variable of simulation performance. The moderating effect of specific learning styles on learner characteristics was identified. Results The findings indicate that age is a significant predictor of simulation performance (younger, tech savvy students do better). Also, the use of reflective learning style enables better performance in business simulations. Older students are able to draw on experience and benefit more from reflective learning, for business simulations which involve integration across functions. Conclusion The study enhances our conceptual understanding of the factors enabling performance in business simulations and provides specific direction on how instructors must adapt facilitation approaches for different age groups of participants. Reflection is important for learning with business simulations; hence, the reflective learning style should be encouraged particularly among older students.

Battling With Books: The Gamification of an EFL Extensive Reading Class

Background Extensive reading (ER) classes have become a popular way to promote reading in EFL (English as a Foreign Language) classrooms because ER supports the idea of reading for pleasure. However, reading in the classroom can still become stale if students have little chance to reflect on what they have read or if they become burdened by the reading requirements. Aim In an attempt to create a more energetic ER classroom, we converted the classroom into a game-based environment with the aim of promoting L2 reading enjoyment and motivating students to read in a more focused manner . Method As for specifics, 55 female Japanese university students—divided into two groups based upon English proficiency—participated in a social book reading game called Bibliobattle whereby students discussed their favorite books in small groups. Three iterations of the game were incorporated into the ER classroom as a way to enliven reading activities. Results The game proved largely successful. From the data obtained in the debriefing questionnaires, students mentioned that they were motivated by the activities through reflection on their book’s content and through the sharing of specific details about what they had read with their peers. Although both groups of students indicated their motivation to play the game, this was especially true for the lower level readers—a group that had demonstrated more apathy towards ER in the past. Based upon our experiences while running the game, we recommend that Bibliobattles be implemented as specialized events in the ER classroom as a means to help stimulate a love for reading in a second language; however, it should also be noted that student preparation for such battles is time-consuming, so the number of battles per semester should be limited to a maximum of two per semester.

A Qualitative Exploratory Study of the Effects of Simulation on Nursing Students’ Self-Efficacy Beliefs for Using English for Professional Purposes

Background The health sector has become more international than ever because of patients’ increased mobility and access to healthcare services. As a result, the ability to communicate in English has become critical for nursing students in countries where English is used as a foreign language. Aim This study aimed to highlight and understand the experiences of nursing students regarding the effect of simulation-based learning on their self-efficacy beliefs for using English for professional purposes. Methods The study was conducted with 28 third-year university nursing students enrolled in a required English course and participating in two nursing simulations conducted in English. Focus groups were conducted using semi-structured interview questions to elicit and understand the self-efficacy beliefs of nursing students for using English for professional purposes. The collected data were analyzed by using content analysis. Results The result of the study emerged under three themes: carrying out nursing duties by using professional discourse, building professional relationships with patients, and maintaining spontaneous conversations with patients. The overall results showed that while the students’ self-efficacy beliefs increased for performing standard nursing duties and establishing rapport with patients, no increase was observed in their self-efficacy beliefs for holding a prolonged conversation with the patient. Conclusion This study’s findings have implications for nursing programs in which English proficiency is considered an important program outcome for nurses who may be expected to work in both their own language and English.

The Learning Process in Live-Action Simulation Games: The Impact of Personality, Motivation, Immersion, and Flow on Learning Outcome in a Simulation Game.

Background Against the backdrop of the cognitive-motivational process model proposed by Vollmeyer and Rheinberg (1998) , this study investigates how the personality trait need for cognition in combination with a specific situation (short and long version of a live-action simulation game), current motivation, and immersion and flow (mediators) predict the learning outcome in the simulation game EVERYDAY LIFE IN THE CLASSROOM ( Starker & Imhof, 2014 ). Methods N = 138 teacher students played the short 2-hour version of the simulation game, and N = 77 played the long 2-day version. Need for cognition, current motivation, immersion, flow, and learning outcome were measured by self-report questionnaires. Results A hierarchical regression analysis was used to determine the impact of the predictor variables (need for cognition, current motivation, immersion, and flow) on the self-evaluated learning outcome. For the 2-hour group, the predictor variables interest, challenge, and immersion (subscale: engagement) impacted self-reported learning outcome significantly positive. For the 2-day group, significant predictors were need for cognition, interest, and immersion (subscale: engrossment). In comparison of the two game versions, students playing the 2-day version reported significantly higher levels of engagement, engrossment, and learning outcome. Conclusion The cognitive-motivational process model of learning was partly supported: interest and immersion predict learning outcome in the live-action simulation game. The extended 2-day version of the game leads to higher levels of immersion and higher learning outcome, indicating that a longer timeframe secures the desired effects on learning outcome from simulation games. Further research needs to shed light on the interaction of personality traits and immersion.

The Impact of Gamification and Individual Differences on Second Language Learning Among First-Year Female University Students in Saudi Arabia

Background The Technology-Enhanced Training Effectiveness Model (TETEM) has been used to assess the effectiveness of various technology-driven solutions in improving students’ outcomes in multiple academic fields. However, limited research is available on the use of TETEM in the context of second language learning. Using a modified TETEM, this study seeks first, to assess the direct effects of students’ attitudes and experiences with video gaming on their achievement; and second, to evaluate the effects of students’ attitudes and experiences that are mediated by their motivation. Methods This study was conducted among preparatory year students at Al-Jouf University, Saudi Arabia. Students were randomly assigned to the technology-enhanced group (Duolingo® + workbook) or the control group (classroom workbook group). We started by comparing student performance between the two groups to evaluate the effect of the intervention. Subsequently, we conducted a confirmatory factor analysis to establish homogenous latent variables for experience, attitude, and motivation. Finally, we used structural equation models to evaluate the presence of direct and mediated effects. Results Students in the Duolingo® + workbook group scored higher on reading, grammar, vocabulary, and writing compared to the workbook group. Positive attitude toward video gaming had both a direct and mediating positive correlation with student achievement. Additionally, motivation toward ESL learning was independently and positively correlated with student achievement. As expected, the technology-enhanced group performed better in reading, grammar, and vocabulary while the control group showed more participation and timely completion of assignments. Conclusion Technology enhancement improves students’ performance for ESL, however, adequate integration of technology in the course curriculum is needed to minimize interference with class participation. Positive attitudes toward video games and motivation toward ESL learning are positive predictors of student achievement while experience with video games has no significant effect.

Development and Validity of a Serious Game (VirtualTer) for Postural Balance Rehabilitation in Older Adults

Background Physiological changes resulting from aging can impair postural balance. Exergames have been used to treat balance disorders, enabling sensory-motor training due to their content, and with targeted goals and purposes beyond entertainment. Aim The aim of this investigation was to describe the development of a serious game, VirtualTer, and to test content validity. Methods A Brazilian group from the Federal University of Rio Grande do Norte developed a serious game called VirtualTer for postural balance rehabilitation in older adults. In game navigation, the avatar needed to save the environment from catching harmful energy that destroys nature. The avatar performs stationary walking, lateral reaching, and climbing up and down steps to capture the energies. Content validity was determined using content matter experts by the Delphi method. Eleven content matter experts played the game and expressed their opinions using the assessment instruments: VirtualTer Dimensions (VD) and System Usability Scale (SUS). Results VirtualTer was designed with regard to variability in practice, since the game was constructed under three levels and offers continuous and terminal feedback. The participants needed to achieve at least 70% of the total score to advance to the next phase. The limits of stability for lateral reach test were right 23.2 ± 4.77 cm and left 22.9 ± 4.86 cm, which was applied in the game. The content validity index of the VD was 0.8, and Cronbach’s alpha coefficient was 0.924. The content matter experts reported the game as having a 67.73 satisfaction with the SUS. Conclusion This game has good usability, low-cost investment, and supports access to innovative and valid technology for rehabilitation in countries with little investment in technology for health.

Learning Through Redesigning a Game in the STEM Classroom

Background Play is an important part of the childhood. The learning potential of playing and creating non-digital games, like tabletop games, however, has not been fully explored. Aim The study discussed in this paper identified a range of activities through which learners redesigned a mathematics-oriented tabletop game to develop their ideas and competencies in an integrated STEM (science, technology, engineering, and mathematics) class. Method Third and fourth graders worked as teams to make changes on Triominos over a period of six weeks. Considering what could be changed from the original game, each group provided a different design for Triominos to accommodate the changes introduced. We gathered data through weekly observations of two classes (about 45 learners, ranging from age eight to ten) in a west-Canada school. In this paper, we present the works of three groups of three teammates. Results We found that any change made by learners not only influenced mechanics, dynamics, and aesthetics of the game but also helped engage learners, encourage unconventional ideas, promote learning, and solve problems. Based on our findings, we suggest redesigning games facilitated learners deepen their understanding of mathematical concepts as part of a designed game system in STEM classes.