Paradigms for the design of multimedia learning environments in engineering

The starting point for this research was the belief that interactive multimedia learning environments represent a significant evolution in computer based learning and therefore their design requires a re-examination of the underlying principles of learning and knowledge representation. Current multimedia learning environments (MLEs) can be seen as descendants of the earlier technologies of computer-aided learning (CAL), intelligent tutoring systems (ITS) and videodisc-based learning systems. As such they can benefit from much of the wisdom which emerged from those technologies. However, multimedia can be distinguished from earlier technologies by its much greater facility in bringing to the learner high levels of interaction with and control over still and moving image, animation, sound and graphics. Our intuition tells us that this facility has the potential to create learning environments which are not merely substitutes for "live" teaching, but which are capable of elucidating complex conceptual knowledge in ways which have not previously been possible. If the potential of interactive multimedia for learning is to be properly exploited then it needs to be better understood. MLEs should not just be regarded as a slicker version of CAL, ITS or videodisc but a new technology requiring a reinterpretation of the existing theories of learning and knowledge representation. The work described in this thesis aims to contribute to a better understanding of the ways in which MLEs can aid learning. A knowledge engineering approach was taken to the design of a MLE for civil engineers. This involved analysing in detail the knowledge content of the learning domain in terms of different paradigms of human learning and knowledge representation. From this basis, a design strategy was developed which matched the nature of the domain knowledge to the most appropriate delivery techniques. The Cognitive Apprenticeship Model (CAM) was shown to be able to support the integration and presentation of the different categories of knowledge in a coherent instructional framework. It is concluded that this approach is helpful in enabling designers of multimedia systems both to capture and to present a rich picture of the domain. The focus of the thesis is concentrated on the domain of Civil Engineering and the learning of concepts and design skills within that domain. However, much of it could be extended to other highly visual domains such as mechanical engineering. Many of the points can also be seen to be much more widely relevant to the design of any MLE.Engineering and Physical Sciences Research Counci

A generic architecture for interactive intelligent tutoring systems

This thesis was submitted for the degree of Doctor of Philosophy and awarded by Brunel University, 07/06/2001.This research is focused on developing a generic intelligent architecture for an interactive tutoring system. A review of the literature in the areas of instructional theories, cognitive and social views of learning, intelligent tutoring systems development methodologies, and knowledge representation methods was conducted. As a result, a generic ITS development architecture (GeNisa) has been proposed, which combines the features of knowledge base systems (KBS) with object-oriented methodology. The GeNisa architecture consists of the following components: a tutorial events communication module, which encapsulates the interactive processes and other independent computations between different components; a software design toolkit; and an autonomous knowledge acquisition from a probabilistic knowledge base. A graphical application development environment includes tools to support application development, and learning environments and which use a case scenario as a basis for instruction. The generic architecture is designed to support client-side execution in a Web browser environment, and further testing will show that it can disseminate applications over the World Wide Web. Such an architecture can be adapted to different teaching styles and domains, and reusing instructional materials automatically can reduce the effort of the courseware developer (hence cost and time) in authoring new materials. GeNisa was implemented using Java scripts, and subsequently evaluated at various commercial and academic organisations. Parameters chosen for the evaluation include quality of courseware, relevancy of case scenarios, portability to other platforms, ease of use, content, user-friendliness, screen display, clarity, topic interest, and overall satisfaction with GeNisa. In general, the evaluation focused on the novel characteristics and performances of the GeNisa architecture in comparison with other ITS and the results obtained are discussed and analysed. On the basis of the experience gained during the literature research and GeNisa development and evaluation. a generic methodology for ITS development is proposed as well as the requirements for the further development of ITS tools. Finally, conclusions are drawn and areas for further research are identified

Game-Based Learning, Gamification in Education and Serious Games

The aim of this book is to present and discuss new advances in serious games to show how they could enhance the effectiveness and outreach of education, advertising, social awareness, health, policies, etc. We present their use in structured learning activities, not only with a focus on game-based learning, but also on the use of game elements and game design techniques to gamify the learning process. The published contributions really demonstrate the wide scope of application of game-based approaches in terms of purpose, target groups, technologies and domains and one aspect they have in common is that they provide evidence of how effective serious games, game-based learning and gamification can be

Clinical foundations and information architecture for the implementation of a federated health record service

Clinical care increasingly requires healthcare professionals to access patient record information that may be distributed across multiple sites, held in a variety of paper and electronic formats, and represented as mixtures of narrative, structured, coded and multi-media entries. A longitudinal person-centred electronic health record (EHR) is a much-anticipated solution to this problem, but its realisation is proving to be a long and complex journey. This Thesis explores the history and evolution of clinical information systems, and establishes a set of clinical and ethico-legal requirements for a generic EHR server. A federation approach (FHR) to harmonising distributed heterogeneous electronic clinical databases is advocated as the basis for meeting these requirements. A set of information models and middleware services, needed to implement a Federated Health Record server, are then described, thereby supporting access by clinical applications to a distributed set of feeder systems holding patient record information. The overall information architecture thus defined provides a generic means of combining such feeder system data to create a virtual electronic health record. Active collaboration in a wide range of clinical contexts, across the whole of Europe, has been central to the evolution of the approach taken. A federated health record server based on this architecture has been implemented by the author and colleagues and deployed in a live clinical environment in the Department of Cardiovascular Medicine at the Whittington Hospital in North London. This implementation experience has fed back into the conceptual development of the approach and has provided "proof-of-concept" verification of its completeness and practical utility. This research has benefited from collaboration with a wide range of healthcare sites, informatics organisations and industry across Europe though several EU Health Telematics projects: GEHR, Synapses, EHCR-SupA, SynEx, Medicate and 6WINIT. The information models published here have been placed in the public domain and have substantially contributed to two generations of CEN health informatics standards, including CEN TC/251 ENV 13606

Software Usability

This volume delivers a collection of high-quality contributions to help broaden developers’ and non-developers’ minds alike when it comes to considering software usability. It presents novel research and experiences and disseminates new ideas accessible to people who might not be software makers but who are undoubtedly software users

Assessing the Impact of Electronic Health Record Systems Implementation on Hospital Patient Perceptions of Care

The delivery of health care services has been impacted by advances in Knowledge Management Information Systems (KMIS) and Information Technology (IT). The literature reveals that Electronic Health Records Systems (EHRs) are a comprehensive KMIS. There is a wide recognition in the body of knowledge that demonstrates the potential of EHRs to transform all aspects of health care services and, in consequence, the performance of Health Care Delivery Organizations (HCDO). Authors of published research also agree that there is a need for more empirical contributions that demonstrate the impact of EHRs upon HCDO. It is argued that in most cases, studies have been deployed with very limited data or in a specific health care setting. Small gains in performance and mixed results have made difficult to conclusively demonstrate a significant effect of EHRs on the quality of health care services. This study contributes to the knowledge base by empirically assessing the link between a hospital\u27s level of implementation of EHRs and patients\u27 perceptions of the quality of health care services through the analysis of 2,036 hospitals. Findings reveal that the level of implementation of EHRs has a positive impact, both on the percentage of patients who are willing to recommend the hospital to family and friends, and on the percentage of patients who give high ratings based on their last stay in the hospital