Professional development for digital competencies in early childhood education and care. A systematic review

Digitalisation places new demands on the early childhood education and care (ECEC) workforce to navigate the care and well-being of children in the digital age. This literature review examines frameworks for digital competencies (DC) in education, with a focus on ECEC, as well as variation in DC requirements for ECEC staff with different responsibilities. It explores strategies for a successful integration of DC in ECEC workforce development programmes. The review shows there has been limited research and policy support regarding the development of DC in ECEC and discusses the importance for the ECEC workforce to understand how digital technologies may be incorporated to their work, encompassing both technical aspects and responsible use, as well as the social and collaborative dimensions of professional development in this area. The review examines also how attitudes towards technology use with young children condition skills development in the sector

The Last Decade of HCI Research on Children and Voice-based Conversational Agents

Voice-based Conversational Agents (CAs) are increasingly being used by children. Through a review of 38 research papers, this work maps trends, themes, and methods of empirical research on children and CAs in HCI research over the last decade. A thematic analysis of the research found that work in this domain focuses on seven key topics: ascribing human-like qualities to CAs, CAs’ support of children’s learning, the use and role of CAs in the home and family context, CAs’ support of children’s play, children’s storytelling with CA, issues concerning the collection of information revealed by CAs, and CAs designed for children with differing abilities. Based on our findings, we identify the needs to account for children's intersectional identities and linguistic and cultural diversity and theories from multiple disciples in the design of CAs, develop heuristics for child-centric interaction with CAs, to investigate implications of CAs on social cognition and interpersonal relationships, and to examine and design for multi-party interactions with CAs for different domains and contexts

A Survey of Assistive Technology (AT) Knowledge and Experiences of Healthcare Professionals in the UK and France: Challenges and Opportunities for Workforce Development

Background: Assistive Technologies (AT) in healthcare can increase independence and quality of life for users. Concurrently, new AT devices offer opportunities for individualised care solutions. Nonetheless, AT remains under-utilised and is poorly integrated in practice by healthcare professionals (HCPs). Although occupational therapists (OTs), physiotherapists and speech and language therapists (SLTs) consider that AT solutions can offer problem-solving approaches to personalised care, they have a lesser understanding of application of AT in their practice. In this paper, we report findings of a survey on AT knowledge and experiences of HCPs in UK and France. Training needs also explored in the survey are presented in a separate paper on development of online training for the ADAPT project. Method: A survey of 37 closed/open questions was developed in English and French by a team of healthcare researchers. Content was informed by published surveys and studies. Email invitations were circulated to contacts in Health Trusts in UK and France ADAPT regions and the survey was hosted on an online platform. Knowledge questions addressed AT understanding and views of impact on user’s lives. Experience questions focussed on current practices, prescription, follow-up, abandonment and practice standards. 429 HCPs completed the survey (UK = 167; FR = 262) between June and November 2018. Key results: Participants were mainly female (UK 89.2%; FR 82.8%) and qualified 10+ years (UK 66.5%; FR 62.2%). A key group in both countries were OTs (UK 34.1%; FR 46.6%), with more physiotherapists and SLTs in UK (16.8%, 16.8%; vs. FR 6.5%, 2.3%), and more nurses in France (22.1% Vs. UK 10.8%). More HCPs were qualified to degree level in France (75.2%; UK 48.5%, p < 0.001). In terms of knowledge, all HCPs agreed that AT helps people complete otherwise difficult or impossible tasks (UK 86.2%; FR 94.3%) and that successful AT adoption always depends on support from carers, family and professionals (UK 52.7%; FR 66.2%). There were some notable differences between countries that require further exploration. For example, more French HCPs thought that AT is provided by trial and error (84.7%, UK 45.5%, p < 0.001), while more UK HCPs believed that AT promotes autonomous living (93.4%; FR 42.8%, p < 0.001). Also, more French HCPs considered that AT refers exclusively to technologically advanced electronic devices (71.8%, UK 28.8%, p <0.001). In both countries, top AT prescribers were OTs, physiotherapists and SLTs. Respondents had little/no knowledge in comparing/choosing AT (UK 86.8%; FR 76.7%) and stated they would benefit from interdisciplinary clinical standards (UK 80.8%; FR 77.1%). A third of HCPs did not know if AT users had access to adequate resources/support (UK 34.1%; FR 27.5%) and rated themselves as capable to monitor continued effective use of AT (UK 38.9%; FR 34.8%). Conclusion: Knowledge and application of AT was varied between the two countries due to differences in health care provision and support mechanisms. Survey findings suggest that HCPs recognised the value of AT for users’ improved care, but had low confidence in their ability to choose appropriate AT solutions and monitor continued use, and would welcome AT interdisciplinary clinical standards

A Literature Review of the Challenges Encountered in the Adoption of Assistive Technology (AT) and Training of Healthcare Professionals

Background: Long-term disabilities often result in loss of autonomy and social interaction. Accordingly, there is a demand for Assistive Technology (AT) devices to enable individuals to live independently for as long as possible. However, many people experience difficulties in obtaining and using AT. This paper presents findings from a narrative literature review undertaken as part of the development of AT training for healthcare professionals, one of the work areas of the ADAPT project (Assistive Devices for Empowering Disabled People through Robotic Technologies), funded by EU INTERREG France (Channel) England. The results of the review informed the design of a survey of healthcare professionals regarding their views and experiences of AT and the development of AT training. Method: The review sought to understand challenges encountered in the adoption and use of AT as well as how training of healthcare professionals in AT takes place. A narrative approach was adopted as the most appropriate way to synthesise published literature on this topic and describe its current state-of-art. Narrative reviews are considered an important educational tool in continuing professional development. An initial search was conducted via databases in the UK and France, including CINAHL, Academic Search Index, Social Sciences Citation Index, BDSP (Base de données en Santé Publique), Documentation EHESP/MSSH (Ecole des Hautes Etudes en Santé Publique/Maison des Sciences Sociales et Handicap), Cairn, Google Scholar and Pubmed. Inclusion criteria for the review included: covering issues relating to AT provision and training, English or French language, and published from 1990 onwards. Application of these criteria elicited 79 sources, including journal papers (48), reports (11), online sources (11), books (6) and conference papers (3). Sources were thematically analysed to draw out key themes. Key results: The majority of papers were from USA and Canada (27), then UK (20) and France (19). Others were from Europe (7), Australia (3), country unknown (2), and one joint UK/France publication. The main source of literature was journal papers (48), of which the most common types were practice reports (18), evaluation surveys (10) and qualitative studies (9). The review uncovered a number of key challenges related to the adoption of devices, including: difficulty defining AT across disciplines, lack of knowledge of healthcare professionals and users, obtrusiveness and stigmatisation AT users can experience when using devices, and shortfalls in communication amongst professional groups and between professionals and users. These issues can lead to abandonment of AT devices. Furthermore, substantial barriers to healthcare professionals exist, including inconsistent provision and quality of training, lack of evaluation of training, lack of resources and funding, shortage of qualified professionals to teach, and the increasingly rapid development of the technologies. Conclusion: Support, training and education for prescribers, distributors, users, and their carers is vital in the adoption and use of AT. Evidence indicates a need for comprehensive education in the AT field, as well as ongoing assessment, updates and evaluation which is embedded in programmes

Training Needs and Development of Online AT Training for Healthcare Professionals in UK and France

Background: Assistive Technology (AT) solutions for people with disabilities has become part of mainstream care provision. Despite advantages of AT on offer, abandonment and non-compliance are challenges for healthcare professionals (HCPs), introducing this technology to clients. Studies of abandonment reveal that 1/3 of all devices provided to service users end up stored unused. Key need is training to make informed decisions about AT tailored to individual needs and circumstances. In an online survey undertaken by the ADAPT project, HPCs identified AT training needs and barriers. Currently, a programme is being developed aimed at introducing AT concepts and enhancing practices to a wide range of HCPs. Method: Survey questions explored gaps, availability, qualifications and barriers to AT training in England and France. A series of consultation meetings with ADAPT partners took place. An advisory group consisting of longstanding AT users and their formal/informal carers and HCPs (occupational therapist, speech and language therapist, psychologist and biomedical engineer) contributed to the discussions on survey findings, development and evaluation of AT training for HCPs, key content areas and means of delivery. Key results: HCPs had no AT specific qualifications (UK 94.6%; FR 81.3%) nor in-service AT training (UK 65.1%; FR 66.4%). They either did not know of AT courses (UK 63.3%) or knew that none existed (FR 72.5%). Barriers to AT training were mainly local training (UK 62.7%, FR 50%) and funding (UK 62.7%, FR 55.7%). Some training priorities were clearer for French HCPs – overall knowledge of AT devices (82.1%, UK 45.8%), customization of AT (65.3%, UK 30.1%), assessing patient holistically (53.4%, UK 25.3%), educating patient/carers (56.5%, UK 28.3%) (p < 0.001). Variances may be due to differing country-specific HCP education approach. A third of both groups highlighted also abandonment, client follow-up, powered wheelchair training and prescribing AT. To bridge gaps in knowledge and identified training needs of HCPs, the online interactive training programme starts by introducing foundations of AT, including definitions, types/uses of AT, legislation/policies and AT in practice. More specialist units build and expand on specific areas, e.g. AT for mobility, communication, assessment and evidence-based practice. The biopsychosocial model of Health and World Health Organisation’s (WHO) International Classification of Functioning, Disability and Health (ICF) framework underpin development of content. ICF shifts focus from disability to health and functioning, in line with a social model of rehabilitation. E-learning comprises existing videos, AT textbook material and bespoke animated presentations. Selfassessment and evaluation of training are embedded and learners receive certificate of completion. Training was piloted to a group of HCPs trainees and postregistration HCPs who commented on relevance of AT content, clarity, accessibility of presentation, and usefulness. Users found training very useful, especially legislation/policies and AT literature. Conclusion: Overall, survey results suggest that both UK and French HCPs’ training on AT solutions is limited and highly variable. There is need for crosschannel AT professional competencies, availability of work-based training and funding support. Development of online, interactive training aims to increase professional confidence and competence in this area as well as the evidence base for AT

Human-Machine Communication: Complete Volume. Volume 1

This is the complete volume of HMC Volume 1

The student-produced electronic portfolio in craft education

The authors studied primary school students’ experiences of using an electronic portfolio in their craft education over four years. A stimulated recall interview was applied to collect user experiences and qualitative content analysis to analyse the collected data. The results indicate that the electronic portfolio was experienced as a multipurpose tool to support learning. It makes the learning process visible and in that way helps focus on and improves the quality of learning. © ISLS.Peer reviewe

Artificial intelligence and robots in services : theory and management of (future) humanrobot service interactions

During the past decade, service robots have increasingly been deployed in a wide variety of services, where they co-produce service outcomes with and for the benefit of internal or external customers within humanrobot service interactions (HRSI). Although the introduction of different service robot types into the marketplace promises efficiency gains, it changes premises of service encounter theory and practice fundamentally. Moreover, introducing service robots without considering external or internal customers needs can lead to negative service outcomes. This thesis aims to generate knowledge on how the introduction of different service robot types (i.e., embodied and digital service robots) in internal and external service encounters changes fundamental premises of service encounter theory and impacts HRSI outcomes. In doing so, it leverages different scientific methods and focuses on external service encounters with digital and embodied service robots, as well as internal service encounters with digital service robots. Chapter 2 aims to advance service encounter theory in the context of HRSI in external service encounters by conceptually developing a service encounter theory evaluation scheme to assess a theorys fit to explain HRSI-related phenomena. The scheme includes individual and contextual factors that bound theoretical premises and, hence, supports scholars in assessing standing service encounter theories. The chapter also puts forth an exemplary assessment of role theory and provides detailed avenues for future research. Chapter 3 aims to synthesize the great wealth of knowledge on HRSI related to external service encounters with embodied service robots. By conducting a comprehensive systematic literature review, the chapter identifies 199 empirical research articles across scientific fields that can inform service research on how to successfully introduce service robots into the organizational frontline. To organize the plethora of research findings, this chapter develops a new structuring framework (D3: design, delegate, deploy). It utilizes this framework to provide a comprehensive overview of the empirical HRSI literature, delineates practical implications, and identifies gaps in literature to identify promising future research avenues. Chapter 4 also addresses HRSI in external service encounters but focuses specifically on the transformative potential of embodied service robots to enhance vulnerable consumers (i.e., children and older adults) well-being in social isolation. To identify how different robots can enhance well-being, this chapter follows a conceptual approach and integrates findings from service research, social robotics, social psychology, and medicine. The chapter develops a typology of robotic transformative service (i.e., entertainer, social enabler, mentor, and friend) as a function of consumers state of social isolation, well-being focus, and robot capabilities and a future research agenda for robotic transformative service research (RTSR). This work guides service consumers and providers, as well as robot developers, in identifying and developing the most appropriate robot type for advancing the well-being of vulnerable consumers in social isolation. Finally, Chapter 5 focuses on HRSI research in the context of interactions with digital service robots in internal service encounters. Based on a comprehensive literature review paired with a qualitative study, it conceptionally develops a new concept of a collaborative, digital service robot: a collaborative intelligence system (i.e., CI system) that co-produces service with employees. Drawing from service encounter needs theory, the chapter also empirically tests the effect of CI systems on employee need fulfillment (i.e., need for control, cognition, self-efficacy, and justice) and, in turn, on responsibility taking in two scenario-based experiments. The results uncover divergent mechanisms of how the fulfillment of service encounter needs drives the effect of CI systems on outcome responsibility for different employee groups. Service scholars and managers benefit from a blueprint for designing collaborative digital service robots and an understanding of their effects on employee outcomes in service co-production. In summary, this thesis contributes to literature by providing new insights into different types of HRSI by consolidating HRSI knowledge, developing and advancing HRSI concepts and theory, and empirically investigating HRSI-related phenomena. The new insights put forth in this thesis are discussed and implications for service theory and practice are delineated.Serviceroboter werden zunehmend für Dienstleistungen eingesetzt, wobei sie mit und zum Nutzen von internen oder externen Kunden im Rahmen von Mensch-Roboter-Service-Interaktionen (MRSI) Serviceergebnisse co-produzieren. Die Einführung verschiedener Arten von Servicerobotern (d. h. verkörperte und digitale) verspricht Effizienzgewinne, verändert jedoch grundlegende Prämissen der Theorie und Praxis von Dienstleistungsinteraktionen. Darüber hinaus kann die Einführung von Servicerobotern ohne die Berücksichtigung von Kundenbedürfnissen zu negativen Serviceergebnissen führen. Ziel dieser Dissertation ist es, Wissen darüber zu generieren, wie die Einführung verschiedener Robotertypen in internen und externen Dienstleistungsinteraktionen grundlegende theoretische Prämissen von Dienstleistungsinteraktionen verändert und sich auf die Ergebnisse von MRSI auswirkt. Um dieses Ziel zu erreichen werden unter Einsatz verschiedener wissenschaftlicher Methoden drei verschiedene Arten von MRSI untersucht. Kapitel 2 zielt darauf ab, die Theorie der Dienstleistungsinteraktion im Kontext von MRSI in externen Dienstleistungsinteraktionen weiterzuentwickeln und konzeptioniert ein Bewertungsschema für bestehende Theorien der Dienstleistungsbegegnung. Das Schema umfasst individuelle und kontextuelle Faktoren, die die ursprünglichen theoretischen Prämissen von Mensch-zu-Mensch Dienstleistungsinteraktionen beeinflussen und unterstützt somit Wissenschaftler bei der Bewertung von Theorien zur Verwendung im MRSI Kontext. Das Kapitel enthält eine beispielhafte Bewertung der Rollentheorie und zeigt detaillierte Wege für zukünftige Forschung auf. Kapitel 3 zielt darauf ab, die große Fülle an Wissen über MRSI im Kontext externer Dienstleistungsinteraktionen mit verkörperten Servicerobotern zu synthetisieren. Durch eine systematische, interdisziplinäre Literaturanalyse identifiziert das Kapitel 199 empirische Forschungsartikel, die Erkenntnisse liefern, wie Serviceroboter erfolgreich in den Dienstleistungsprozess eingebunden werden können. Um die Fülle an Forschungsergebnissen zu ordnen, entwickelt dieses Kapitel ein neues, strukturierendes Modell (D3 framework: design, delegate, deploy). Dieses wird im Rahmen des Kapitels genutzt, um einen umfassenden Überblick über die empirische MRSI-Forschung zu geben, praktische Implikationen abzuleiten und Forschungslücken aufzuzeigen. Kapitel 4 befasst sich ebenfalls mit MRSI in externen Dienstleistungsinteraktionen, konzentriert sich aber auf das transformative Potenzial von verkörperten Servicerobotern zur Steigerung des Wohlbefindens von sozial isolierten, vulnerablen Verbrauchern (d. h. Kinder und ältere Erwachsene). Um herauszufinden, wie verschiedene Roboter das Wohlbefinden steigern können, integriert das Kapitel Erkenntnisse aus der Dienstleistungsforschung, der sozialen Robotik, der Sozialpsychologie und der Medizin. Dabei wird eine Typologie von vier transformativen Robotern in Abhängigkeit vom Zustand der sozialen Isolation des Verbrauchers, der Art des Wohlbefindens und den Fähigkeiten des Roboters entwickelt. Weiterhin wird eine detaillierte Forschungsagenda im Kontext transformativer Dienstleistungserstellung durch Roboter erarbeitet. Diese Arbeit hilft Dienstleistungsnehmern und -anbietern sowie Roboterentwicklern bei der Identifizierung und Entwicklung des am besten geeigneten Robotertyps zur Förderung des Wohlbefindens von sozial isolierten, vulnerablen Verbrauchern. Abschließend fokussiert Kapitel 5 die MRSI-Forschung im Kontext interner Dienstleistungsinteraktionen mit digitalen Servicerobotern. Auf Basis einer Literaturanalyse gepaart mit einer qualitativen Studie wird ein neues Konzept eines kollaborativen, digitalen Serviceroboters entwickelt: ein Collaborative Intelligence System (CI System), das in Zusammenarbeit mit Mitarbeitern Dienstleistungsergebnisse co-produziert. Anhand szenariobasierter Experimente wird empirisch untersucht, ob CI Systeme psychosoziale Bedürfnisse von Mitarbeitern befriedigen können und damit die mitarbeiterseitige Übernahme von Verantwortung für gemeinsam produzierte Ergebnisse gefördert wird. Die Ergebnisse decken für verschiedene Mitarbeitergruppen unterschiedliche Mechanismen auf, wie die Erfüllung von Bedürfnissen in der Dienstleistungsinteraktionen die Wirkung von CI Systemen auf die mitarbeiterseitige Übernahme von Verantwortung beeinflusst. Dienstleistungsforscher und -manager profitieren von einer Blaupause für die Gestaltung kollaborativer Dienstleistungsroboter und einem Verständnis für deren Auswirkungen auf Mitarbeitende. Insgesamt leistet diese Dissertation einen Beitrag zur Dienstleistungsforschung, indem sie neue Erkenntnisse über verschiedene Arten von MRSI liefert, das bestehende MRSI-Wissen konsolidiert, neue MRSI-Konzepte und -Theorien entwickelt bzw. weiterentwickelt und MRSI-bezogene Phänomene empirisch untersucht. Die neuen Erkenntnisse werden diskutiert und Implikationen für die Dienstleistungstheorie und -praxis abgeleitet

KEER2022

Avanttítol: KEER2022. DiversitiesDescripció del recurs: 25 juliol 202