CHE-S® as a tool to predict the Caregiver's ability to actively manage disability of stroke patients admitted to the ward of the complex rehabilitation structure of ASUGI

Introduction: This article affirms that measuring the Caregiver's emotional experience and engagement, especially as the condition of the person assisted changes, is useful for assessing the sustainability of the care plan. Methods: With this pilot study, aimed at detecting the level of Caregiver engagement, by using the Caregiving Engagement Scale (CHE-S®), for people suffering from chronic and/or fragile pathologies, it was decided to verify the relationship between engagement levels and other variables such as: socio-demographic characteristics of the Caregiver; duration and frequency person; clinical characteristics of the assisted person. Results and Conclusions: In the future, the results of this research will allow to define new working practices to support those who take on the responsibility and burden of caring for a sick, fragile, disabled family member

Implementing Guided Inquiry Learning and Measuring Engagement Using an Electronic Health Record System in an Online Setting

In many courses, practical hands-on experience is critical for knowledge construction. In the traditional lab setting, this construction is easy to observe through student engagement. But in an online virtual lab, there are some challenges to track student engagement. Given the continuing trend of increased enrollment in online courses, learning sciences need to address these challenges soon. To measure student engagement and actualize a social constructivist approach to team-based learning in the virtual lab setting, we developed a novel monitoring tool in an open-source electronic health records system (EHR). The Process Oriented Guided Inquiry Learning (POGIL) approach is used to engage students in learning. In this paper, we present the practice of POGIL and how the monitoring tool measures student engagement in two online courses in the interdisciplinary field of Health Information Management. To the best of our knowledge, this is the first attempt at integrating POGIL to improve learning sciences in the EHR clinical practice. While clinicians spend over 52% of a patient visit time on computers (called desktop medicine), there is very little focus on learning sciences and pedagogy to train clinicians. Our findings provide an approach to implement learning sciences theory to eHealth use training

Catching feelings: Measurement of Theatre Audience Emotional Response Through Performance

Attendance at live theatre is declining. Although emotional experiences are a primary motivator for people to attend theatre, many leave disappointed, never to return. Catching feelings, therefore, is core to successful theatre business models. Yet, there is a surprising lack of research investigating audiences’ emotional experiences while they are watching a play. This thesis explores the complex historical partnership between theatre and emotion, and suggests that measurement of physiological response using wearable biometric equipment is a viable tool for measuring audience emotional response during a performance. Literature on measuring emotion in theatre is reviewed and categorized into four core areas. A framework for measuring physiological responses to theatre performances is proposed. A mixed-methods experiment measuring the physiological responses of nine audience members attending a production of Lauren Gunderson’s play "I and You" at London's Hampstead Theatre is analysed and the playwright is interviewed on her expectations of the audiences’ emotional response. The findings indicate that participant physiological arousal significantly increased at the surprise climax of the play as compared to two other sections of the play. Participants reported feeling, similarly, emotions of surprise and sadness. This suggests that audience emotional responses correlate to plot points with expected emotional response. Additionally, the use of measurement equipment is well tolerated during a performance. Based on this, a new model for rating the impact and capacity needs of emotional engagement activities is suggested, providing a novel tool for theatre companies to influence the behaviour of new and returning attendees, generate additional revenue, and connect audiences and theatrical experiences in enhanced, emotionally meaningful ways

What does not happen: quantifying embodied engagement using NIMI and self-adaptors

Previous research into the quantification of embodied intellectual and emotional engagement using non-verbal movement parameters has not yielded consistent results across different studies. Our research introduces NIMI (Non-Instrumental Movement Inhibition) as an alternative parameter. We propose that the absence of certain types of possible movements can be a more holistic proxy for cognitive engagement with media (in seated persons) than searching for the presence of other movements. Rather than analyzing total movement as an indicator of engagement, our research team distinguishes between instrumental movements (i.e. physical movement serving a direct purpose in the given situation) and non-instrumental movements, and investigates them in the context of the narrative rhythm of the stimulus. We demonstrate that NIMI occurs by showing viewers’ movement levels entrained (i.e. synchronised) to the repeating narrative rhythm of a timed computer-presented quiz. Finally, we discuss the role of objective metrics of engagement in future context-aware analysis of human behaviour in audience research, interactive media and responsive system and interface design

Burnout and study engagement among medical students at Sun Yat-sen University, China: A cross-sectional study.

This study aims to investigate burnout and study engagement among medical students at Sun Yat-sen University, China.A cross-sectional survey was conducted among undergraduate medical students of Sun Yat-sen University, China. A total of 453 undergraduate students completed a self-administered, structured questionnaire between January and February, 2016. Burnout and study engagement were measured using the Maslach Burnout Inventory-Student Survey (MBI-SS) and the UTRECHT Work Engagement Scale-Students (UWES-S), respectively. Subjects who scored high in emotional exhaustion subscale, high in cynicism subscale, and low in professional efficacy subscale simultaneously were graded as having high risk of burnout. Independent sample t tests and chi-square tests were used to compare the differences in burnout and work engagement between genders, majors, and grade levels.The means (standard deviations) of the MBI-SS subscales were 3.42 (1.45) for emotional exhaustion, 2.34 (1.64) for cynicism, and 3.04 (1.30) for professional efficacy. The means (standard deviations) of the UWES-S subscales were 3.13 (1.49) for vigor, 3.44 (1.47) for dedication and 3.00 (1.51) for absorption. Approximately 1 in 11 students experienced a high risk of burnout. There were no statistically significant gender differences in burnout and study engagement. There were also no statistically significant differences in burnout and study engagement subscales according to student major. Students in higher grades displayed increased burnout risk, higher mean burnout subscale score of cynicism, lower mean burnout subscale score of professional efficacy, and decreased mean study engagement subscale scores of dedication and absorption. There were strong correlations within study engagement subscales.Chinese medical students in this university experience a high level of burnout. Students at higher-grade level experience more burnout and decreased study engagement compared with students in lower level

Evaluating Engagement in Digital Narratives from Facial Data

Engagement researchers indicate that the engagement level of people in a narrative has an influence on people's subsequent story-related attitudes and beliefs, which helps psychologists understand people's social behaviours and personal experience. With the arrival of multimedia, the digital narrative combines multimedia features (e.g. varying images, music and voiceover) with traditional storytelling. Research on digital narratives has been widely used in helping students gain problem-solving and presentation skills as well as supporting child psychologists investigating children's social understanding such as family/peer relationships through completing their digital narratives. However, there is little study on the effect of multimedia features in digital narratives on the engagement level of people. This research focuses on measuring the levels of engagement of people in digital narratives and specifically on understanding the media effect of digital narratives on people's engagement levels. Measurement tools are developed and validated through analyses of facial data from different age groups (children and young adults) in watching stories with different media features of digital narratives. Data sources used in this research include a questionnaire with Smileyometer scale and the observation of each participant's facial behaviours

The Convergence of Player Experience Questionnaires

Player experience is an important field of digital games research to understand how games influence players. A common way to directly measure players’ reported experiences is through questionnaires. However, the large number of questionnaires currently in use introduces several challenges both in terms of selecting suitable measures and comparing results across studies. In this paper, we review some of the most widely known and used questionnaires and focus on the immersive experience questionnaire (IEQ), the game engagement questionnaire (GEQ), and the player experience of need satisfaction (PENS), with the aim to position each of them in relation to each other. This was done through an online survey, in which we gathered 270 responses from players about their most recent experience of a digital game. Our findings show considerable convergence between these three questionnaires and that there is room to refine them into a more widely applicable measure of general game engagement

Does use of touch screen computer technology improve classroom engagement in children?

Many studies have shown that the use of technology in the classroom may influence pupil engagement. Despite the recent widespread use of tablet technology, however, very little research has been carried out into their use in a primary school setting. We investigated the use of tablet computers, specifically Apple’s ‘iPad’, in an upper primary school setting with regard to children’s engagement. Cognitive, emotional and general engagement was higher in lessons based on iPads than those which were not. There was no difference in behavioral engagement. Of particular significance was the increase in engagement seen in boys, which resulted in their engagement levels increasing to levels comparable to those seen in girls. These findings suggest that tablet technology has potential as a tool in the classroom setting

A Development Evaluation Study of a Professional Development Initiative to Strengthen Organizational Conditions in Early Education Settings

High quality instruction is essential to producing developmental gains for young children and can mitigate risk factors such as family poverty and low parental education. Even in programs with highly qualified teachers, teacher-child interactions often do not provide the level of instructional support that children need to be well-prepared for success in kindergarten. In order to improve instructional quality, an emerging focus on early childhood professional development involves supporting leaders in creating a web of supports for teacher learning and child growth. The purpose of the 3-year evaluation study was to assess the effectiveness of an Early Childhood Education Professional Development Initiative (ECE PDI) in advancing the knowledge, skills, and dispositions of community-based early childhood leaders and teachers in relation to creating the conditions for superior developmental outcomes for low-income students served by these community-based centers. Findings from the implementation and impact studies are reported