Company-university collaboration in applying gamification to learning about insurance

Incorporating gamification into training–learning at universities is hampered by a shortage of quality, adapted educational video games. Large companies are leading in the creation of educational video games for their internal training or to enhance their public image and universities can benefit from collaborating. The aim of this research is to evaluate, both objectively and subjectively, the potential of the simulation game BugaMAP (developed by the MAPFRE Foundation) for university teaching about insurance. To this end, we have assessed both the game itself and the experience of using the game as perceived by 142 economics students from various degree plans and courses at the University of Seville during the 2017–2018 academic year. As a methodology, a checklist of gamification components is used for the objective evaluation, and an opinion questionnaire on the game experience is used for the subjective evaluation. Among the results several findings stand out. One is the high satisfaction of the students with the knowledge acquired using fun and social interaction. Another is that the role of the university professors and the company monitors turns out to be very active and necessary during the game-learning sessions. Finally, in addition to the benefits to the university of occasionally available quality games to accelerate student skills training, the company–university collaboration serves as a trial and refinement of innovative tools for game-based learning

Decision makers\u27 experience of participatory dynamic simulation modelling: Methods for public health policy

Background: Systems science methods such as dynamic simulation modelling are well suited to address questions about public health policy as they consider the complexity, context and dynamic nature of system-wide behaviours. Advances in technology have led to increased accessibility and interest in systems methods to address complex health policy issues. However, the involvement of policy decision makers in health-related simulation model development has been lacking. Where end-users have been included, there has been limited examination of their experience of the participatory modelling process and their views about the utility of the findings. This paper reports the experience of end-user decision makers, including senior public health policy makers and health service providers, who participated in three participatory simulation modelling for health policy case studies (alcohol related harm, childhood obesity prevention, diabetes in pregnancy), and their perceptions of the value and efficacy of this method in an applied health sector context. Methods: Semi-structured interviews were conducted with end-user participants from three participatory simulation modelling case studies in Australian real-world policy settings. Interviewees were employees of government agencies with jurisdiction over policy and program decisions and were purposively selected to include perspectives at different stages of model development. Results: The ‘co-production’ aspect of the participatory approach was highly valued. It was reported as an essential component of building understanding of the modelling process, and thus trust in the model and its outputs as a decision-support tool. The unique benefits of simulation modelling included its capacity to explore interactions of risk factors and combined interventions, and the impact of scaling up interventions. Participants also valued simulating new interventions prior to implementation in the real world, and the comprehensive mapping of evidence and its gaps to prioritise future research. The participatory aspect of simulation modelling was time and resource intensive and therefore most suited to high priority complex topics with contested options for intervening. Conclusion: These findings highlight the value of a participatory approach to dynamic simulation modelling to support its utility in applied health policy settings

Information Outlook, August 2005

Volume 9, Issue 8https://scholarworks.sjsu.edu/sla_io_2005/1007/thumbnail.jp

Climate Literacy: Designing a Syllabus For a Graduate Level Climate Literacy Foundations Course

Climate change is a large and multifaceted topic, connected to science, social studies, economics, politics, and more. It cannot simply be approached through one single lens. Climate literacy acknowledges the interdisciplinary nature of climate change by addressing the scientific process of climate change, the human influence on climate, and the influence of climate on society as well as helping develop pro-environmental behaviors. The syllabus designed for this project focuses on teaching climate literacy to graduate-level students. The approach is based on research about general academic motivation, as well as motivation for pro-environmental behavior. The course involves building strong relationships, creating a connection to the natural world, student choice, the use of culturally relevant assignments, and future-thinking. The goal of the course is for students to build climate literacy, so they better understand the issue of climate change on a global scale, and are equipped to respond. The next step is to propose this project to the appropriate department directors in order to launch it as an elective course. The impact of the course will depend on having detailed organization and proper contingencies in place, as well as ongoing evaluation of the course in order to provide the most relevant content possible

Collaboration to Impact Occupation-Based Practice During Level II Fieldwork

The purpose of the product was to develop a collaborative learning process between the fieldwork educator and the student to promote the use of occupation-based and client-centered practice during level II fieldwork experiences in adult physical rehabilitation settings. The literature review revealed many obstacles that constrain occupation-based and client-centered practice from being utilized by occupational therapists in the medical setting. The product uses the Model of Human Occupation (MOHO) as a catalyst to promote implementation of occupation-based practice throughout the fieldwork experience. A collaborative approach to learning using the social collectivism perspective is used. The product provides opportunity through participation in a series of joint readings, learning activities, and reflection, for the student therapist and fieldwork educator to 1) begin to view the existing practice activities through the lens of an occupational behavior model, 2) reflect on the strengths and weaknesses of the processes in place at the fieldwork setting, and 3) collaboratively develop resources and processes that support client-centered and occupation-based practice at a fieldwork setting

The Obama Administration and the Press: Leak Investigations and Surveillance in Post-9/11 America

U.S. President Barack Obama came into office pledging open government, but he has fallen short of his promise. Journalists and transparency advocates say the White House curbs routine disclosure of information and deploys its own media to evade scrutiny by the press. Aggressive prosecution of leakers of classified information and broad electronic surveillance programs deter government sources from speaking to journalists

Evaluation of Student Competence in Simulation Following a Prebriefing Activity: A Pilot Study

Background: Simulation-based learning (SBL) shows promise to potentially improve clinical competence in nursing education. The efficacy of evidence-based prebriefing activities and valid and reliable systems to evaluate those strategies is a gap in the literature. Preliminary evidence shows that prebriefing can improve participant outcomes. The goal of this pilot study was to compare the outcome of clinical competence for prelicensure nursing students based on assignment to one of the following prebriefing activities: standard, careplan, or concept mapping. Methods: This is a quasi-experimental double-blind, posttest only, comparison-group design, pilot study. The participants were from an associate degree professional nursing program. Out of a potential 30 students, 28 agreed to participate. The data collection occurred during two laboratory sessions of their medical-surgical course. The students were exposed to an assigned prebriefing activity and then engaged in a simulation scenario. Two faculty simulation evaluators (FSEs) watched the videoed performance and evaluated the students’ clinical competence using the Creighton Competency Evaluation Instrument (C-CEI). Demographic data were used to analyze the homogeneity of the groups and to determine if other factors affected clinical competence. An ANOVA was used to answer the research questions. Results: Based on the analysis, gender, age, course grade, race and ethnicity, the groups were similar. Interrater reliability of the C-CEI overall (Kappa=0.096 with p=0.02) and communication (Kappa=0.349 with p=0.01) scores between the FSEs were significantly different. Based on their Cronbach’s alpha score (0.74) FSE Two’s ratings were used for analysis. There were no significant changes in C-CEI scores based on the students’ assigned prebriefing activity. There were significant differences between participant scores (communication 4.3(26), p = \u3c0.001; Clinical Judgement 2.7(26), p = 0.011; Overall 2.8(26), p = 0.01) based on their scenario. Conclusions: Issues with the FSFs and FSEs revealed ways to improved future simulation-based research. Ensuring scenario complexity is equivalent assures comparable participant performance. Measures to enhance FSE interrater reliability must be implemented. Limitations: The sample size was inadequate to determine statistically significant data. A lack of randomization of assignment to groups is also a limitation. An FSF provided additional cueing which could have affected some student’s C-CEI scores