Using motivation derived from computer gaming in the context of computer based instruction

This paper was originally presented at the IEEE Technically Sponsored SAI Computing Conference 2016, London, 13-15 July 2016. Abstract— this paper explores how to exploit game based motivation as a way to promote engagement in computer-based instruction, and in particular in online learning interaction. The paper explores the human psychology of gaming and how this can be applied to learning, the computer mechanics of media presentation, affordances and possibilities, and the emerging interaction of playing games and how this itself can provide a pedagogical scaffolding to learning. In doing so the paper focuses on four aspects of Game Based Motivation and how it may be used; (i) the game player’s perception; (ii) the game designers’ model of how to motivate; (iii) team aspects and social interaction as a motivating factor; (iv) psychological models of motivation. This includes the increasing social nature of computer interaction. The paper concludes with a manifesto for exploiting game based motivation in learning

Using ODL and ICT to develop the skills of the unreached: a contribution to the ADEA triennial of the Working Group on Distance Education and Open Learning

Innovation in technology is occurring at rapid pace thus shrinking the distances and making information and knowledge more than ever accessible to everyone irrespective of where the person resides. This paper consists of four main articles. The first one deals with technological trends. The second one focuses on the deployment and use of open and distance education mode in rural areas by documenting initiatives that embrace information and communication technologies (ICTs). Due to challenges faced in rural areas only a few success stories/cases currently exist and some of these are cited in this article. The challenges faced in the deployment of ICT enhanced ODL have been highlighted as well as the potential of developing and delivering effective and relevant ODL programmes in rural areas in order to ensure that issues of educational equity and social exclusion rural communities are adequately addressed. ICTs in ODL are perhaps the greatest tool to date for self-education and value addition to any community’s development efforts, yet poor rural communities particularly in Africa do not have the necessary awareness, skills or facilities to enable themselves to develop using ICTs. Inadequate ICT infrastructures in rural areas remain a major source for the digital divide in Africa and for under-performance of distance learners. The third one analyses the support provided to ODL learners who often encounter difficulties in completing their studies through the distance education mode due to loneliness, uncertainties and de-motivation. ICT has not been able to sufficiently support distance learners in overcoming those obstacles efficiently. An investigation regarding those learning supports has been conducted in ten distance learning institutions, along with an intensive literature review with the aim of understanding the high percentage of dropout rates of distant learners. The learners’ interactions have been scrutinized through content analysis of their synchronous exchanges, during a completely online course. After taking into account the limited technical and human resources in Africa, a technological virtual environment along with a pedagogical framework has been proposed with the aim of giving adequate educational support to them. The fourth article has explored The Open University (UK) and its efforts to use new technologies to deliver online courses to difficult-to- reach learners in prison environments. The case study analysed here is an international course (called, B201- Business Organisations and their environments) which also touches an African cohort of learners. The implications for designing and delivering online ODL to the complex unreachable environments of prisons anywhere, and particularly in Africa, have been discussed

Double Secret Protection: Bridging Federal and State Law To Protect Privacy Rights for Telemental and Mobile Health Users

Mental health care in the United States is plagued by stigma, cost, and access issues that prevent many people from seeking and continuing treatment for mental health conditions. Emergent technology, however, may offer a solution. Through telemental health, patients can connect with providers remotely—avoiding stigmatizing situations that can arise from traditional healthcare delivery, receiving more affordable care, and reaching providers across geographic boundaries. And with mobile health technology, people can use smart phone applications both to self-monitor their mental health and to communicate with their doctors. But people do not want to take advantage of telemental and mobile health unless their privacy is protected. After evaluating the applicability of current health information privacy law to these new forms of treatment, this Note proposes changes to the federal regime to protect privacy rights for telemental and mobile health users

Double Secret Protection: Bridging Federal and State Law To Protect Privacy Rights for Telemental and Mobile Health Users

Mental health care in the United States is plagued by stigma, cost, and access issues that prevent many people from seeking and continuing treatment for mental health conditions. Emergent technology, however, may offer a solution. Through telemental health, patients can connect with providers remotely—avoiding stigmatizing situations that can arise from traditional healthcare delivery, receiving more affordable care, and reaching providers across geographic boundaries. And with mobile health technology, people can use smart phone applications both to self-monitor their mental health and to communicate with their doctors. But people do not want to take advantage of telemental and mobile health unless their privacy is protected. After evaluating the applicability of current health information privacy law to these new forms of treatment, this Note proposes changes to the federal regime to protect privacy rights for telemental and mobile health users

Self-managed cells and their federation

Future e-Health systems will consist of low-power, on-body wireless sensors attached to mobile users that interact with a ubiquitous computing environment. This kind of system needs to be able to configure itself with little or no user input; more importantly, it is required to adapt autonomously to changes such as user movement, device failure, the addition or loss of services, and proximity to other such systems. This extended abstract describes the basic architecture of a Self-Managed Cell (SMC) to address these requirements, and discusses various forms of federation between/among SMCs. This structure is motivated by a typical e-Health scenario

TAXONOMY DEVELOPMENT IN INFORMATION SYSTEMS: DEVELOPING A TAXONOMY OF MOBILE APPLICATIONS

The complexity of the information systems field often lends itself to classification schemes, or taxonomies, which provide ways to understand the similarities and differences among objects under study. Developing a taxonomy, however, is a complex process that is often done in an ad hoc way. This research-in-progress paper uses the design science paradigm to develop a systematic method for taxonomy development in information systems. The method we propose uses an indicator or operational level model that combines both empirical to deductive and deductive to empirical approaches. We evaluate this method by using it to develop a taxonomy of mobile applications, which we have chosen because of their ever-increasing number and variety. The resulting taxonomy contains seven dimensions with fifteen characteristics. We demonstrate the usefulness of this taxonomy by analyzing a range of current and proposed mobile applications. From the results of this analysis we identify combinations of characteristics where applications are missing and thus are candidates for new and potentially useful applications.taxonomy, design science, mobile application

Blogging: Promoting Learner Autonomy and Intercultural Competence through Study Abroad

The current study explores closely how using a combined modalities of asynchronous computer-mediated communication (CMC) via blogs and face-to-face (FTF) interaction through ethnographic interviews with native speakers (L1s) supports autonomous learning as the result of reflective and social processes. The study involves 16 American undergraduate students who participated in blogs to develop their intercultural competence over the course of one-semester study abroad. The results show that blogs afforded students the opportunity to work independently (e.g., content creation) and reflect upon cross-cultural issues. Critical reflection, however, relied on the teacher’s guidance and feedback, as most of the students were cognitively challenged by not being able to clearly articulate different points of view. It is likely that students were not accustomed to reflecting. The findings also indicate that task type fostered autonomy in different ways. While free topics gave students more control of their own learning, teacher-assigned topics required them to critically think about the readings. Lack of access to Internet at the host institution and family also contributed to a limited level of social interaction. The study concludes that well-designed tasks, effective metacognitive and cognitive skills, and the accessibility to Internet are essential to maximize the potentials of blogs for learner autonomy and intercultural communication