Sensitivity analysis in a scoping review on police accountability : assessing the feasibility of reporting criteria in mixed studies reviews

In this paper, we report on the findings of a sensitivity analysis that was carried out within a previously conducted scoping review, hoping to contribute to the ongoing debate about how to assess the quality of research in mixed methods reviews. Previous sensitivity analyses mainly concluded that the exclusion of inadequately reported or lower quality studies did not have a significant effect on the results of the synthesis. In this study, we conducted a sensitivity analysis on the basis of reporting criteria with the aims of analysing its impact on the synthesis results and assessing its feasibility. Contrary to some previous studies, our analysis showed that the exclusion of inadequately reported studies had an impact on the results of the thematic synthesis. Initially, we also sought to propose a refinement of reporting criteria based on the literature and our own experiences. In this way, we aimed to facilitate the assessment of reporting criteria and enhance its consistency. However, based on the results of our sensitivity analysis, we opted not to make such a refinement since many publications included in this analysis did not sufficiently report on the methodology. As such, a refinement would not be useful considering that researchers would be unable to assess these (sub-)criteria

Guidance in storytelling tables supports emotional development in kindergartners

Promoting the social-emotional development of kindergartners is of special relevance as will lay the foundations for emotion regulation in later childhood and adulthood stages. Considering that tangible storytelling tables are already used for language and literacy skills in kindergarten, we addressed the problem of designing a storytelling intervention aimed at social-emotional development suitable in such a context by using an emotional laden story as content and embedding a guidance method that can be implemented with either a human or robot guide to enhance the learning setting. The study considered two guided storytelling activities (one traditional guided by the teacher, and one in which guidance was provided by a robot) and a control condition without additional guidance. The three conditions were compared in terms of kindergartners’ enactment process, an emotion recognition test and a story recall test. The results show that the guidance method properly supported emotion naming, children involvement and goal completion during the storytelling activity whereas the intervention supported the learning gain on emotion recognition. The study revealed that both robot and human guidance did not differ significantly in the performance tests but did outperform the control. In view of the results, this research is helpful for researchers and teachers to create in an informed way a range of environments in the kindergarten class based on storytelling tables, either with or without guidance, and with or without robot support. Future work may further investigate how specific interaction issues concerning robot embodiment (e.g., voice and behavioral cues to direct children’s attention) might enhance or not the children’s performanceOpen Access funding provided thanks to the CRUE-CSIC agreement with Springer Nature. This work has partially been funded by the Spanish Ministry of Science, Innovation and Universities under Juan de la Cierva programme (IJC2018–037522-I). The writing of this work has received financial support from the Consellería de Educación, Universidade e Formación Profesional (accreditation 2019–2022 ED431G-2019/04, reference ED431C2022/19) and the European Regional Development Fund (ERDF)S

The Association Between Reading and Emotional Development: A Systematic Review

Reading practice is associated with numerous psychological benefits. However, its influence over individual emotional dimensions has generally been underestimated by research. Only recently has it been recognized across different developmental stages but evidence is still scarce. The aim of this systematic review is to shed light over the association between reading and the several (and sometimes hardly distinguishable) socio-emotional constructs that we have identified in literature: interpersonal skills and prosocial behavior; emotional and behavioral symptoms; emotional regulation and expression; empathy and theory of mind; emotional knowledge and comprehension; and emotional responses. A total of 50 studies were analyzed, including all age groups, various settings, research drawings, and different emotional constructs in order to create a comprehensive view of the association between reading and emotions. Results show that overall reading practice has a positive impact on socio-emotional development, whatever its declination, regardless of age, gender or setting of implementation

Human-centred design methods : developing scenarios for robot assisted play informed by user panels and field trials

Original article can be found at: http://www.sciencedirect.com/ Copyright ElsevierThis article describes the user-centred development of play scenarios for robot assisted play, as part of the multidisciplinary IROMEC1 project that develops a novel robotic toy for children with special needs. The project investigates how robotic toys can become social mediators, encouraging children with special needs to discover a range of play styles, from solitary to collaborative play (with peers, carers/teachers, parents, etc.). This article explains the developmental process of constructing relevant play scenarios for children with different special needs. Results are presented from consultation with panel of experts (therapists, teachers, parents) who advised on the play needs for the various target user groups and who helped investigate how robotic toys could be used as a play tool to assist in the children’s development. Examples from experimental investigations are provided which have informed the development of scenarios throughout the design process. We conclude by pointing out the potential benefit of this work to a variety of research projects and applications involving human–robot interactions.Peer reviewe

Primary School Student’s Scientist Perception and their Attitudes towards Science: A Case Study

Scholars report that the students’ interest in STEM declines and suggest to approach them earlier. This case study with the convenient sample of seven primary school students investigates the students’ view of science and scientists and examine the following research questions in the Dutch lower secondary school context: (1) What are young students' images and perceptions of scientists and their work? (2) How do young students conceptualize science and scientist? (3) What are young students' attitudes toward science, STEM careers and science involvements? To find an answer to these questions, four different measurements were employed in the study. First, the students joined a photo-elicitation interview (PIE) exploring their values and perceptions, second, a Word Association Test (WAT) searching the cognitive structures, third, responded an attitude questionnaire and lastly, they completed the Draw-a-Scientist Test (DAST) and joined a follow-up semi structured interview individually. The analysis showed that there are stereotypical image of science and scientists among the students in this study. The environmental context and the pandemic period have influence on their perceptions. The students conceptualized science and scientists realistically and showed the higher positive attitude towards science than the STEM career and science involvement in the future. The multiple measurements provided a broader perspective on the students’ view. The discussion extended to the methodological aspects and suggestions were given.<br/

The European dimension in picture books

This thesis considers European picture books and how they can be used by trainee teachers in upper primary classrooms. It is divided into two parts. Part One, Chapters 1-4, develops a theoretical rationale for creating picture book material which will both implement a European dimension in education and meet the requirements of the 1995 and 1997 National Curricula for English in England. Chapter One explains the notion of a European dimension in Education; Chapter Two traces European influences on the picture book since the time of Comenius, the first picture book creator; Chapter Three discusses the 'travelability' of picture books plus their role within the learning process; and Chapter Four concludes the 6rst part of the thesis, with a literature review, by drawing the strands of the first three chapters together to create a rationale for using European picture books at Key Stage Two. Part Two, Chapters 5-8, presents the study which was devised to put this rationale into practice for initial teacher training. It establishes the core questions of the thesis; Which books might form a European collection? How can such a collection of picture books facilitate a European dimension in primary education? How can this collection enable trainee teachers to implement a European dimension at Key Stage Two of the National Curriculum for English? Chapter Five outlines the development of the European Picture Book Collection (EPBC); Chapter Six presents a brief overview of semiotic, discourse and text analysis methodologies, suggesting why a Semiotic Text Analysis (STA) is appropriate for this research; Chapter Seven applies the STA to the EPBC; and Chapter Eight explores, through a number of activities, how trainee teachers might use the EPBC materials to implement a European dimension whilst meeting National Curriculum requirements

Games for health for children - current status and needed research

Videogames for health (G4H) offer exciting, innovative, potentially highly effective methods for increasing knowledge, delivering persuasive messages, changing behaviors, and influencing health outcomes. Although early outcome results are promising, additional research is needed to determine the game design and behavior change procedures that best promote G4H effectiveness and to identify and minimize possible adverse effects. Guidelines for ideal use of different types of G4H by children and adolescents should be elucidated to enhance effectiveness and minimize adverse effects. G4H stakeholders include organizational implementers, policy makers, players and their families, researchers, designers, retailers, and publishers. All stakeholders should be involved in G4H development and have a voice in setting goals to capitalize on their insights to enhance effectiveness and use of the game. In the future, multiple targeted G4H should be available to meet a population's diverse health needs in developmentally appropriate ways. Substantial, consistent, and sophisticated research with appropriate levels of funding is needed to realize the benefits of G4H