6,787 research outputs found
Influence of context on users’ views about explanations for decision-tree predictions
This research was supported in part by grant DP190100006 from the Australian Research Council. Ethics approval for the user studies was obtained from Monash University Human Research Ethics Committee (ID-24208). We thank Marko Bohanec, one of the creators of the Nursery dataset, for helping us understand the features and their values. We are also grateful to the anonymous reviewers for their helpful comments.Peer reviewedPostprin
Effective behavior change techniques in digital health interventions targeting non-communicable diseases: an umbrella review
Background: Despite an abundance of digital health interventions (DHIs) targeting the prevention and management of common non-communicable diseases (NCDs), it is unclear what specific components make an intervention effective in changing human behavior.Purpose: The aim of this umbrella review was to identify the most effective behavior change techniques (BCTs) in DHIs that address the most common NCDs. Methods: Five electronic databases were searched for articles published in English between 1st January 2007 and 24th January 2021. Studies were included if they were systematic reviews or meta-analyses of e- or mHealth interventions targeting the modification of one or more NCD-related risk factors in adults. Study quality was assessed using AMSTAR 2. Sixty-one articles, spanning 10 health domains and comprising over half a million individual participants, were included in the review. Results: DHIs are favorably associated with improved health outcomes for patients with cardiovascular disease, cancer, type 2 diabetes, and asthma, and health-related behaviors including physical activity, sedentary behavior, diet, weight management, medication adherence, and abstinence from substance use. There was strong evidence to suggest education, communication with a professional, tailored reminders, goals and planning, feedback and monitoring, and personalization components increase the effectiveness of DHIs targeting NCDs and lifestyle behaviors. Conclusions: Common BCTs across health domains, such as ‘goals and planning’, increase DHI effectiveness and should be prioritized for inclusion within future interventions. These findings are critical for the future development and upscaling of DHIs and should inform best practice guidelines
Southern Adventist University Undergraduate Catalog 2022-2023
Southern Adventist University\u27s undergraduate catalog for the academic year 2022-2023.https://knowledge.e.southern.edu/undergrad_catalog/1121/thumbnail.jp
Considering primary school programming education using a comprehension-first approach
No abstract available
2023-2024 academic bulletin & course catalog
University of South Carolina Aiken publishes a catalog with information about the university, student life, undergraduate and graduate academic programs, and faculty and staff listings
2023-2024 Undergraduate Catalog
2023-2024 undergraduate catalog for Morehead State University
Success Strategies for Information Technology Project Leaders
A growing failure rate of information technology (IT) projects has the potential to create economic loss and low revenue. IT project leaders in the financial industry are concerned that IT project failure has the potential to negatively impact organization expenses. Grounded in Bass’s transformational leadership theory and the Project Manager Book of Knowledge, the purpose of this qualitative multiple case study was to explore the strategies financial industry project leaders used to ensure IT projects succeed. The participants were five participants who had a minimum of 5 years of managing successful IT projects. Data were collected using semistructured interviews and company documentation. Thematic analysis identified five themes: (a) communication of project requirements, (b) planning and analysis, (c) leadership and collaboration, (d) risk management, and (e) governance and continuous improvement. A key recommendation is for skilled project managers to work closely with stakeholders to bridge the projects’ scope, schedule, and cost. The implications for positive social change include the potential for a cascading effect of project success on organizational growth sustaining high-paying jobs and increasing philanthropic giving in communities
eLuna : A Co-Design Framework for Mixed Reality Narrative Game- Based Learning
De siste tiårs utvidede fokus på læring utenfor skolen har bidratt til økt anvendelse av vitensentre som læringsarena for barn i grunnskole og videregående utdanning. En læringsløype er en type integrert læringsmiljø der de lærende, fysiske installasjoner, og digitale hjelpemidler bidrar til å fremme læringsinnhold og mål. På vitensentre brukes læringsløyper som pedagogisk støtte innen et bredt spekter av pensumplaner og programmer, gjennom å kombinere forskjellige sett av installasjoner og ved å vektlegge forskjellige aspekter av installasjonenes innhold. Siden de er sammensatt av både fysiske installasjoner og digitale hjelpemidler, er læringsløyper blandet virkelighet systemer, der de lærende interagerer med elementer i både den fysiske og virtuelle virkeligheten. Forskning har vist at både narrativ og spillmekanikker er blant de mest effektive komponentene som kan ligge til grunn for at læringsløyper skal kunne oppnå økt fokus på læringsinnhold, og for å engasjere de lærende ved å sette dem i en tilstand av flyt (av engelsk flow). Forskningen som presenteres i denne avhandlingen har som hovedmål å forbedre læring på vitensentre, gjennom å bidra med et co-design-rammeverk for blandet virkelighet narrative spillbaserte læringsløyper som underbygger positive effekter på engasjement, motivasjon, og læring.
Narrativ har vært brukt til læring og instruksjon siden forhistorisk tid, og spill for læring har vært teoretisert og anvendt i mennesker i århundrer, i enda større grad etter oppfinnelsen av datamaskiner, og mulighetene bragt på banen gjennom digitale spill. Selv om bade narrative og spill har vært vist å kunne ha positive effekter når anvendt for læring, har forskning på effekter fra narrative spillbasert læring vist variable og motstridende resultater. Mangelen av en felles modell for kategorisering av narrative spill medfører manglende kunnskap relatert til hvordan og under hvilke forutsetninger narrative spill har effekt på læring. På tross av at de fleste studier av narrativ spillbasert læring unnlater å nevne narratologiske modeller, og de som gjør det primært refererer til modeller lånt fra andre media som mangler de nødvendige egenskapene til å kategorisere hendelsesflyten som benyttes i mange spill, finnes det en ludo narrativ variabel modell (LNVM), som er en narratologisk modell som kategorisere alle spill som narrativ. Denne forskningen videreutvikler LNVM, og presenterer en felles modell for kategorisering av narrativ spillbasert læring; eLNVM (fra engelsk: The extended LNVM).
Narrative spillbaserte læringsløyper består av interaktive installasjoner og digitale hjelpemidler som belyser læringsmål innenfor pensumprogrammer. Det er derfor nødvendig med deltakelse både fra pedagoger og utviklere når slike læringsløyper skal designes og presenteres til lærende. Forskning viser at det er mangel av modeller, metoder, og rammeverk som myndiggjør pedagoger og utvikleres felles design av spillbasert læring, noe som enten resulterer i tapt fokus på læringsinnhold til fordel for engasjerende spillmekanikk, eller i at underholdningspotensialet i spill blir underordnet læringsmålene. Slike rammeverk må videre kunne skille mellom fysiske og virtuelle elementer for å være anvendbare i blandet virkelighet omgivelser.
Forskningen presentert i denne avhandlingen benytter et rammeverk for informasjonssystemer som vitenskapelig metode til å utvikle eLuna co-design-rammeverket for blandet virkelighet narrative spillbaserte læringsløyper som underbygger positive effekter på engasjement, motivasjon, og læring. En systematisk litteraturstudie identifiserte 15 studier som rapporterte effekter fra digitale spillbaserte læringssystemer på engasjement, motivasjon, og læring. Disse systemene ble kategorisert med bruk av eLNVM og sortert basert på deres rapportering for å identifisere karakteristikker av narrative digital spillbasert læring som har positive effekter på engasjement, motivasjon, og læring.
Denne forskningen benytter en iterativ design-basert forskningsprosess der karakteristikkene assosiert med de positive effektene legges til grunn for et co-design-rammeverk bestående av en metode og et visuelt språk. Co-design-rammeverket blir deretter utvidet med kapasitet til å separere mellom fysiske og virtuelle elementer i blandet virkelighet omgivelser. Rammeverket blir gjennom prosessen testet i deltakende co-design workshops og evaluert med bruk av varierte metoder, inkludert fokus grupper, intervjuer, spørreskjemaer, tematisk analyse, og heuristisk evaluering.
Forskningen som blir presentert i denne doktoravhandlingen resulterer i eLuna co-design-rammeverket for narrative spillbasert læring, som kan bli brukt av pedagoger og utviklere til å lage både narrative digitale spillbaserte læringssystemer, og blandet virkelighet narrative spillbaserte læringsløyper som optimaliserer potensiale for positive effekter på engasjement, motivasjon, og læring.Increased focus on out of school learning over the last decades has led to extended use of science centres as learning arenas for pupils in primary and secondary education. A learning trail is a form of embedded learning environment in which the learners themselves, physical exhibits, and digital companions are elements that promote learning content and goals. When used in science centres, learning trails can combine different sets of exhibits and emphasize various aspects of their content to support learning goals inside a broad range of curricular plans and programs. Being comprised of physical exhibits and digital companions, science centre learning trails are mixed reality systems in which learner interaction occurs in both the physical and virtual domains. Research has shown that narratives and game mechanics are among the most effective components for science centre learning trails to achieve increased focus on the learning content, and to induce flow and engagement in learners. With an aim to contribute to improving science centre learning, the main objective of this research is to develop a co-design framework for mixed reality narrative game-based learning trails that enforce positive effects on engagement, motivation, and learning.
Narratives have been used in learning and instruction since prehistoric times, and games for learning have been theorized and applied in human culture for centuries, increasingly so with the advent of the computer, and opportunities provided by digital games. While both narratives and games are shown to have the ability to positively affect learning, research on the effects from narrative game-based learning has shown mixed and contradictory results. The lack of a common model to categorize narrative games has led to a knowledge gap regarding how and under which conditions narrative games have effects on learning. Whereas most studies of narrative game-based learning neglect mentioning a narratological model at all, the ones that do mainly refer to models adapted from different media that lack the capabilities to properly categorize the event flow of many digital games. An exception is the ludo narrative variable model (LNVM), a narratological model that can properly categorize all games as narratives. Building on the LNVM, this research fills this gap with the development of the extended LNVM (eLNVM), a common model to categorize and isolate narratives in digital game-based learning.
Narrative game-based learning trails comprise interactive exhibits and digital companions and promote learning goals inside curricular programs. Therefore, they require participation from educator and developer stakeholders to be properly designed and brought to learners. Research has shown that there is a lack of models, methods, or frameworks that empower educators and developers to co-design game-based learning, something which results in either the learning content being lost in the engaging mechanics of the game, or the fun of the games becoming inferior to the learning goals. Furthermore, to be applicable in science centres, such a co-design framework must also distinguish between physical and digital elements in mixed reality environments.
Applying an information system research framework as a design science methodology, the eLuna co-design framework for mixed reality narrative game-based learning trails that enforce positive effects on engagement, motivation, and learning was developed. A systematic literature review identified 15 studies that self-reported effects of digital game-based learning systems on engagement, motivation, and learning. These were categorized on the eLNVM and sorted by their self-reported effects to identify what characterizes narrative digital game-based learning systems that positively affect engagement, motivation, and learning. Using an iterative design-based research process these characteristics associated with positive effects were then applied in a co-design framework comprising a method and a visual language, which was later extended with the capabilities to distinguish between physical and virtual elements in mixed reality learning trails. Throughout the process the framework was tested in co-design workshops with stakeholders and evaluated through mixed methods, including focus groups, semi-structured interviews, questionnaires, thematic analysis, and heuristic usability inspection.
The research presented in this PhD dissertation contributes the eLuna co-design framework for narrative game-based learning, which empowers educators and developers in the creation of both narrative digital game-based learning and mixed reality narrative game-based learning trails that optimize the potential to induce positive effects on engagement, motivation, and learning.Doktorgradsavhandlin
The Media Inequality, Uncanny Mountain, and the Singularity is Far from Near: Iwaa and Sophia Robot versus a Real Human Being
Design of Artificial Intelligence and robotics habitually assumes that adding
more humanlike features improves the user experience, mainly kept in check by
suspicion of uncanny effects. Three strands of theorizing are brought together
for the first time and empirically put to the test: Media Equation (and in its
wake, Computers Are Social Actors), Uncanny Valley theory, and as an extreme of
human-likeness assumptions, the Singularity. We measured the user experience of
real-life visitors of a number of seminars who were checked in either by Smart
Dynamics' Iwaa, Hanson's Sophia robot, Sophia's on-screen avatar, or a human
assistant. Results showed that human-likeness was not in appearance or behavior
but in attributed qualities of being alive. Media Equation, Singularity, and
Uncanny hypotheses were not confirmed. We discuss the imprecision in theorizing
about human-likeness and rather opt for machines that 'function adequately.
- …