Piloting Multimodal Learning Analytics using Mobile Mixed Reality in Health Education

© 2019 IEEE. Mobile mixed reality has been shown to increase higher achievement and lower cognitive load within spatial disciplines. However, traditional methods of assessment restrict examiners ability to holistically assess spatial understanding. Multimodal learning analytics seeks to investigate how combinations of data types such as spatial data and traditional assessment can be combined to better understand both the learner and learning environment. This paper explores the pedagogical possibilities of a smartphone enabled mixed reality multimodal learning analytics case study for health education, focused on learning the anatomy of the heart. The context for this study is the first loop of a design based research study exploring the acquisition and retention of knowledge by piloting the proposed system with practicing health experts. Outcomes from the pilot study showed engagement and enthusiasm of the method among the experts, but also demonstrated problems to overcome in the pedagogical method before deployment with learners

Promoting the Readiness of Minors in Supplemental Security Income (PROMISE) [CFDA 84.418P]

Over the past two decades, New York State (NYS) has been actively and collaboratively engaged in systems change across three primary domains: 1) to develop a comprehensive employment system to reduce barriers to work and improve employment outcomes of individuals with disabilities; 2) to enhance the post-school adult outcomes of youth with disabilities, by collaboratively advancing evidence-based secondary transition practices at the regional, school district and individual student levels; and, 3) to support the return-to-work efforts of individuals with disabilities who receive Social Security Administration (SSA) disability benefits under the Supplemental Security Income (SSI) program and Social Security Disability Insurance (SSDI). These domains have been supported by numerous federal and state initiatives including: the US Department of Education’s Office of Special Education and Rehabilitation Services (OSERS)-sponsored Transition Systems Change grant; the SSA-sponsored State Partnership Initiative (NYWORKS); two Youth Transition Demonstrations (YTD); the Benefits Offset National Demonstration (BOND); and, three cycles of funding for the National Work Incentives Support Center (WISC); the US Department of Labor (DOL)-sponsored Work Incentive Grant, Disability Program Navigator Initiative, and Disability Employment Initiative; three rounds of funding from the Center for Medicaid and Medicare Services (CMS) for Medicaid Infrastructure Grants (MIG, NY Makes Work Pay); the NYS Education Department (NYSED) sponsored Model Transition Program (MTP); and three multi-year cycles of the statewide Transition Coordination Site network. Most recently, NYS has sponsored the Statewide Transition Services Professional Development Support Center (PDSC); the NYS Developmental Disability Planning Council (DDPC)-sponsored Transition Technical Assistance Support Program (T-TASP), NYS Work Incentives Support Center (NYS WISC), and NYS Partners in Policy Making (PIP); the NYS Office of Mental Health (OMH)-sponsored Career Development Initiative; and others. The growing statewide and gubernatorial emphasis on employment for New Yorkers with disabilities developed over the past two decades stemming from these initiatives, supported by service innovations and shared vision across state agencies and employment stakeholders, establishes a strong foundation for implementing and sustaining a research demonstration to “Promote the Readiness of Minors in Supplemental Security Income” (PROMISE). The NYS PROMISE will build upon NYS’ past successes and significantly support NYS in removing systems, policy and practice barriers for transition-age youth who receive SSI and their families. The NYS OMH through the Research Foundation for Mental Hygiene (RFMH), with their management partners the New York Employment Support System (NYESS) Statewide Coordinating Council (SCC) and Cornell University Employment and Disability Institute, along with the proposed research demonstration site community, join the NYS Governor’s Office in designing and implementing a series of statewide strategic service interventions to support the transition and employment preparation of youth ages 14-16 who receive SSI

The Economics of Policies and Programs Affecting the Employment of People with Disabilities

Over the last several decades, there has been a movement toward the inclusion of people with disabilities in mainstream social institutions. The 1990 Americans with Disabilities Act (ADA), which supports the full participation of people with disabilities in society and mainstream institutions, illustrates the shift in attitudes toward people with disabilities. Rather than being perceived as having a social or medical problem, individuals with disabilities are increasingly viewed as people with challenges that can be solved if appropriate policies and supports are available for addressing them

A systematic literature review of methodology used to measure effectiveness in digital game-based learning

In recent years, a growing number of studies is being conducted into the effectiveness of digital game-based learning (DGBL). Despite this growing interest, however, it remains difficult to draw general conclusions due to the disparities in methods and reporting. Guidelines or a standardized procedure for conducting DGBL effectiveness research would allow to compare results across studies and provide well-founded and more generalizable evidence for the impact of DGBL. This study presents a first step in this process by mapping current practices through a systematic literature review. The review included peer-reviewed journal and conference publications between 2000 and 2012. Other inclusion criteria were that (1) the study’s primary aim was effectiveness measurement of cognitive learning outcomes, (2) the focus was on digital games and (3) a pre-post design with a control group was used. Twenty-five publications were found eligible for this study. Important differences were found in the number of control groups used and the type of intervention implemented in the control group (e.g. traditional classroom teaching, use of multimedia, computer-based learning, paper exercises, other games, or no intervention). Regarding the implementation method of the DGBL intervention in the experimental group, two approaches can be distinguished: stand-alone intervention or as part of a larger program. Moreover, a wide variety of effectiveness measures was used: measures for learning outcomes were complemented with time measurements and/or with self-reported measurements for self-efficacy and motivation. Learning effect calculation also varied, introducing pre-test scores in the analysis, conducting a separate analysis on pre- and post-test scores or conducting an analysis on difference scores. Our study thus indicates that a variety of methods is being used in DGBL effectiveness research opening a discussion regarding the potential and requirements for future procedural guidelines

Essential Considerations for Establishing Partnerships Among Agencies Addressing the Employment-Related Needs of Individuals with Disabilities

[Excerpt] The Collaboration Brief series is intended to assist both generic and disability-specific agencies to work collaboratively and enhance their capacity to serve individuals with disabilities. To help agencies become familiar with their mandated and non-mandated partners, these briefs provide information that will contribute to better understanding of the goals, eligibility criteria, and policy parameters of the respective generic and disability-specific agencies; the development of expanded and improved collaborative relationships; and the coordination of resources, services, and supports. These briefs are consistent with and reflect the overarching goal of the Workforce Investment Act (WIA)— to develop a seamless workforce investment system that includes multiple agencies and programs. The series includes briefs on the One-Stop Career Centers established under Title I of the WIA and the one disability-related mandatory partner participating in the workforce investment system (vocational rehabilitation agencies). In addition, the series includes employment-related services and supports provided by other federal, state, and local agencies and programs serving people with significant disabilities, including Mental Health, Developmental Disabilities, and Special Education. Further, the series explains the potential role the Medicaid program can play in supporting employment and the work incentive provisions in Supplemental Security Income (SSI) and Social Security Disability Insurance (SSDI) programs, and describes the Ticket to Work Program operated by the Social Security Administration. Each brief provides information on the purpose of the program, eligibility for benefits or services, funding sources, administrative structure, and resources provided to support jobseekers and employers. Further, the briefs provide considerations for assessing the respective programs in each state and suggestions for the development of collaborative relationships. The concepts and strategies of Customized Employment—a dynamic set of assessment and job development tools—will be used to contextualize the collaborative strategies discussed in each brief. Most importantly, the briefs show that no agency is alone or limited to their own resources in serving people with significant disabilities; this series should be used as a source for the basic information upon which cross-system partnerships are built. Collaborative relationships between One-Stop Career Centers, Vocational Rehabilitation, community provider organizations, and other systems that provide benefits and services will create new employment opportunities for people with significant disabilities

Exploring the Role of Viewing Technologies in the Chemistry Classroom

Spatial ability is an important tool in chemistry and this ability can be improved. Various technologies have been used to improve spatial ability. However, it is not clear if viewing technologies should take the place of the model kit; the traditional method of learning about molecular structures. Our research aims to address this gap. In our study, we aimed to take advantage of student affinity to technology to drive spatial ability improvements (in the context of chemistry) by having students experience molecules in virtual space using modern viewing technologies (WBVE, AR, and VR). Students were first engaged with the technologies then were assessed to see if their ability to solve problems relating to 3D-molecular structure improved. The mean spatial ability of students improved over the course of the semester (permutation test, p < 0.05) and students using model kits scored higher than those using the technologies (t-test, p < 0.05). The collection and assessment of anonymous, aggregated, student responses for this study was conducted with the approval of the University of Calgary ethics board (REB13-0724).  &nbsp

Virtual Reality Game Classroom Implementation: Teacher Perspectives and Student Learning Outcomes

This study explored the influence of the virtual reality game (VRG) House of Languages on the ESL vocabulary acquisition of intermediate school students and establish how VR technology aids in improving the ESL vocabulary skills. A quasi-experimental design helped determine the impact of the VR use intervention on the learning process over the traditional ESL vocabulary acquisition method. Participation of 64 students divided randomly into an experimental group and control group; each group contained 32 students and their teacher from a local suburban intermediate school in the eastern region of Saudi Arabia. The findings from this study of independent t-tests at the end of experimental period indicated that students using the VR game House of Languages had greater achievement in learning vocabulary than those using the traditional method in learning vocabulary. The findings of paired t-tests indicated that the students in both the experimental group and control group scored higher in the post-test compared to their pre-test scores. Also, the descriptive statistics used to analyze teacher’ and students’ perceptions surveys indicate a perceived usefulness of VRG in the learning process. In spite of the fact that the participants of this study were intermediate school students, the VR technology made it applicable to primary school and high school students. So, it would be essential to create awareness among the educators that the use of the new VR technology as an effective vocabulary acquisition method in learning process should be engaged in all K12 stages not only to improve the vocabulary acquisition but to go beyond that to enhance the degree of achievement

Virtual reality and its role in removing the barriers that turn cognitive impairments into intellectual disability

Early expectations of the contribution that virtual reality (VR) could make to education far exceeded actual applications. This was largely due to the initial immaturity of the technology and a lack of evidence base on which to base design and utilisation. While the early developments in computer based learning largely concentrated on mainstream education, leaving those with special needs behind, the potential of VR as an educational tool was exploited for those with intellectual disabilities right from the start. This paper describes the empirical evidence that has contributed to the development of educational virtual reality for those with intellectual disabilities: studies on transfer of learning from the virtual to the real world; how teachers might support those using VR; the design of virtual environments and what input/control devices best facilitate use of desktop VR. Future developments and ethical issues are also considered

Updating the art history curriculum: incorporating virtual and augmented reality technologies to improve interactivity and engagement

Master's Project (M.Ed.) University of Alaska Fairbanks, 2017This project investigates how the art history curricula in higher education can borrow from and incorporate emerging technologies currently being used in art museums. Many art museums are using augmented reality and virtual reality technologies to transform their visitors' experiences into experiences that are interactive and engaging. Art museums have historically offered static visitor experiences, which have been mirrored in the study of art. This project explores the current state of the art history classroom in higher education, which is historically a teacher-centered learning environment and the learning effects of that environment. The project then looks at how art museums are creating visitor-centered learning environments; specifically looking at how they are using reality technologies (virtual and augmented) to transition into digitally interactive learning environments that support various learning theories. Lastly, the project examines the learning benefits of such tools to see what could (and should) be implemented into the art history curricula at the higher education level and provides a sample section of a curriculum demonstrating what that implementation could look like. Art and art history are a crucial part of our culture and being able to successfully engage with it and learn from it enables the spread of our culture through digital means and of digital culture