Practices of self-tracking in infertility treatment: How bodily awareness is constituted

Background: The femtech industry has grown extensively in recent years and in infertility treatment, the practice of digitally self-tracking menstrual cycles has become a popular way for patients to manage, monitor and deal with issues of fertility. Aim: The purpose of this study is to investigate how patients’ self-tracking practices affect bodily awareness. Methods: The study draws on 20 qualitative interviews with 12 patients, recruited through a private clinic in Copenhagen, Denmark. Interviewees were selected based on the criteria: age, treatment type and length, and engagement in self-tracking practices. All interview material was thematically coded. Findings: The analysis results in three main themes: 1) self-tracking as a tool for knowledge creation and planning purposes, 2) self-tracking as body-awareness maximizing process, and 3) self-tracking as a professional and emotional process. Discussion: Through self-tracking practices, the menstrual cycle becomes a multiple object, interpreted and acted upon in diverse ways – all of which, however, aim to optimize conditions for conception. Conclusions: Self-tracking in infertility treatment affects bodily awareness in three distinctive ways: 1) it creates emotional ambivalence, 2) it places patients in an ambivalent position towards health professionals, and 3) it creates ambivalence towards patients’ understanding of the menstrual cycle

A Mobile App Delivering a Gamified Battery of Cognitive Tests Designed for Repeated Play (OU Brainwave): App Design and Cohort Study

Background: Mobile phone and tablet apps are an increasingly common platform to collect data. A key challenge for researchers has been participant “buy-in” and participant attrition for designs requiring repeated testing. Objective: The objective of this study was to develop and asses the utility of 1 – 2 minute versions of both classic and novel cognitive tasks within a user focussed and driven mobile phone and tablet app designed to encourage repeated play. Methods: A large sample (N = 13,979 at first data collection) participated in multiple, self-paced, sessions of working memory (N-back), spatial cognition (Mental rotation), sustained attentional focus (Persistent Vigilance task), and split attention (Multiple object tracking) tasks along with an implementation of a novel action learning task. A full morningness-eveningness questionnaire was also included. Data was collected across an 18 month period. While the app prompted reengagement at set intervals, each participant was free to repeatedly complete each task as many times as they wished. Results: We found a significant relationship between morningness and age (r = 0.298, n = 12755, p Conclusions: Using extremely short testing periods and permitting participants to decide their own level of engagement - both in terms of which gamified task they played, and how many sessions they completed - we were able to collect a substantial and valid dataset. We suggest that the success of OU brainwave should inform future research oriented apps - particularly in issues around balancing participant engagement with data fidelity

The impact of video as a self-reflective tool for improvement of teacher feedback practices

Teacher reflection on instructional practices can improve performance and positively influence student achievement. This qualitative quasi-ethnographic study investigated the impact of self-tracking video technology as a reflective tool for improvement of teacher feedback in a specialist primary classroom. Video provided observational data which was analysed using a checklist and researcher and reviewer annotations. The study concluded that the teacher used non-specific feedback strategies more than specific-feedback to respond to behavioural, engagement and learning issues. Thus, context was identified as an important determinant of effectiveness in feedback. The video technology features enhanced the teacher’s reflection and strengthened the collaborative reflective processes

The impact of video as a self-reflective tool for improvement of teacher feedback practices

Teacher reflection on instructional practices can improve performance and positively influence student achievement. This qualitative quasi-ethnographic study investigated the impact of self-tracking video technology as a reflective tool for improvement of teacher feedback in a specialist primary classroom. Video provided observational data which was analysed using a checklist and researcher and reviewer annotations. The study concluded that the teacher used non-specific feedback strategies more than specific-feedback to respond to behavioural, engagement and learning issues. Thus, context was identified as an important determinant of effectiveness in feedback. The video technology features enhanced the teacher’s reflection and strengthened the collaborative reflective processes

Virtual learning environments – help or hindrance for the ‘disengaged’ student?

The introduction of virtual learning environments (VLEs) has been regarded by some as a panacea for many of the problems in today’s mass numbers modular higher education system. This paper demonstrates that VLEs can help or hinder student engagement and performance, and that they should be adapted to the different types of learner. A project is described that aimed to investigate whether the introduction of a VLE can assist ‘disengaged’ students, drawing on click count tracking data and student performance. The project took place in the context of two very large undergraduate modules (850 and 567 students) in a Business School of a new university in the UK. In an adaptation of a model of learner engagement in Web-enhanced environments, four distinct learner types have emerged: model, traditionalist, geek and disengaged. There was evidence that use of the VLE exacerbated, rather than moderated, the differences between these learner types

Tracking the progression of the well-being of children and young people deemed to have behavioural, emotional and social difficulties (BESD)

This study explores the systematic gathering of evidence that enabled a school to monitor children’s progress in well-being across the Every Child Matters agenda. The research setting is a maintained residential / day special school for boys aged between ten and sixteen years, who have a primary special educational need (SEN) described as Behavioural Emotional and Social Difficulties (BESD). Tracking for progression of well-being is explored through focus on issues surrounding legislation, definition, assessment, intervention, personalised learning and Multi – Agency Working for children and young people deemed to have such difficulties. The analysis of data was used to drive and inform the school’s self evaluation process and thereby address issues of school effectiveness in enhancing pupil well-being. Through the tracking and monitoring of individuals and cohorts beyond traditional measures of pupil test scores, together with the construction of an assessment tool designed to aid the assessment and the impact of the less obvious components that constitute the five outcomes of the Every Child Matters agenda pupil’s well-being and learning needs can be addressed. The analysis informs teachers and schools’ self evaluation, whilst at the same time it helps to promote inclusion to the already excluded from mainstream schooling and a re-engagement in education. The research highlights the potential benefits to the progression of pupil well-being that such data gathering and analysis provides