Educational games as a motivational tool: Considerations on their potential and limitations

There is considerable interest in leveraging video games to support students’ motivation. This involves employment of educational (serious) and entertainment games. However, while evidence indicates that games can enhance learning outcomes, doubts persist about whether they retain their enjoyable character in formal learning contexts. This study was carried out within the H2020 Gaming Horizons project, which involved a review of academic literature on the role of games in society, as well as 73 semi-structured interviews with relevant stakeholders, including players and educators, investigating their positions on game-related issues. The interviews suggested that players tend to view game-based learning – and specifically serious games at school – with scepticism. This is partly attributable to the perception that serious games have lower production values than entertainment games, and that gaming, as a voluntary, self-driven activity, clashes with the structured nature of school. Some educators reported individual and gender differences in the motivating power of games. However, the use of entertainment games to foster learning outcomes was seen favourably. Two focus groups devoted to the issue highlighted the need for carefully tailoring the gaming experience to both context and student, and the importance of developing a sustainable business model for enhancing serious games quality

Seasonal forecasts of North Atlantic tropical cyclone activity in the North American Multi-Model Ensemble

The North American Multi-Model Ensemble (NMME)-Phase II models are evaluated in terms of their retrospective seasonal forecast skill of the North Atlantic (NA) tropical cyclone (TC) activity, with a focus on TC frequency. The TC identification and tracking algorithm is modified to accommodate model data at daily resolution. It is also applied to three reanalysis products at the spatial and temporal resolution of the NMME-Phase II ensemble to allow for a more objective estimation of forecast skill. When used with the reanalysis data, the TC tracking generates realistic climatological distributions of the NA TC formation and tracks, and represents the interannual variability of the NA TC frequency quite well. Forecasts with the multi-model ensemble (MME) when initialized in April and later tend to have skill in predicting the NA seasonal TC counts (and TC days). At longer leads, the skill is low or marginal, although one of the models produces skillful forecasts when initialized as early as January and February. At short lead times, while demonstrating the highest skill levels the MME also tends to significantly outperform the individual models and attain skill comparable to the reanalysis. In addition, the short-lead MME forecasts are quite reliable. At regional scales, the skill is rather limited and mostly present in the western tropical NA and the Caribbean Sea. It is found that the overall MME forecast skill is limited by poor representation of the low-frequency variability in the predicted TC frequency, and large fluctuations in skill on decadal time scales. Addressing these deficiencies is thought to increase the value of the NMME ensemble in providing operational guidance

The PreVOCA experiment: modeling the lower troposphere in the Southeast Pacific

The Preliminary VOCALS Model Assessment (PreVOCA) aims to assess contemporary atmospheric modeling of the subtropical South East Pacific, with a particular focus on the clouds and the marine boundary layer (MBL). Models results from fourteen modeling centers were collected including operational forecast models, regional models, and global climate models for the month of October 2006. Forecast models and global climate models produced daily forecasts, while most regional models were run continuously during the study period, initialized and forced at the boundaries with global model analyses. Results are compared in the region from 40° S to the equator and from 110° W to 70° W, corresponding to the Pacific coast of South America. Mean-monthly model surface winds agree well with QuikSCAT observed winds and models agree fairly well on mean weak large-scale subsidence in the region next to the coast. However they have greatly differing geographic patterns of mean cloud fraction with only a few models agreeing well with MODIS observations. Most models also underestimate the MBL depth by several hundred meters in the eastern part of the study region. The diurnal cycle of liquid water path is underestimated by most models at the 85° W 20° S stratus buoy site compared with satellite, consistent with previous modeling studies. The low cloud fraction is also underestimated during all parts of the diurnal cycle compared to surface-based climatologies. Most models qualitatively capture the MBL deepening around 15 October 2006 at the stratus buoy, associated with colder air at 700 hPa

Prostacyclin reverses platelet stress fibre formation causing platelet aggregate instability

Prostacyclin (PGI2) modulates platelet activation to regulate haemostasis. Evidence has emerged to suggest that thrombi are dynamic structures with distinct areas of differing platelet activation. It was hypothesised that PGI2 could reverse platelet spreading by actin cytoskeletal modulation, leading to reduced capability of platelet aggregates to withstand a high shear environment. Our data demonstrates that post-flow of PGI2 over activated and spread platelets on fibrinogen, identified a significant reduction in platelet surface area under high shear. Exploration of the molecular mechanisms underpinning this effect revealed that PGI2 reversed stress fibre formation in adherent platelets, reduced platelet spreading, whilst simultaneously promoting actin nodule formation. The effects of PGI2 on stress fibres were mimicked by the adenylyl cyclase activator forskolin and prevented by inhibitors of protein kinase A (PKA). Stress fibre formation is a RhoA dependent process and we found that treatment of adherent platelets with PGI2 caused inhibitory phosphorylation of RhoA, reduced RhoA GTP-loading and reversal of myosin light chain phosphorylation. Phospho-RhoA was localised in actin nodules with PKA type II and a number of other phosphorylated PKA substrates. This study demonstrates that PGI2 can reverse key platelet functions after their initial activation and identifies a novel mechanism for controlling thrombosis

Exploring the (missed) connections between digital scholarship and faculty development: a conceptual analysis

Abstract The aim of this paper is to explore the relationship between two research topics: digital scholarship and faculty development. The former topic drives attention on academics' new practices in digital, open and networked contexts; the second is focused on the requirements and strategies to promote academics' professional learning and career advancement. The research question addressing this study is: are faculty development strategies hindered by the lack of a cohesive view in the research on digital scholarship? The main assumption guiding this research question is that clear conceptual frameworks and models of professional practice lead to effective faculty development strategies. Through a wide overview of the evolution of both digital scholarship and faculty development, followed by a conceptual analysis of the intersections between fields, the paper attempts to show the extent on which the situation in one area (digital scholarship) might encompass criticalities for the other (faculty development) in terms of research and practices. Furthermore, three scenarios based on the several perspectives of digital scholarship are built in order to explore the research question in depth. We conclude that at the current state of art the relationship between these two topics is weak. Moreover, the dialogue between digital scholarship and faculty development could put the basis to forge effective professional learning contexts and instruments, with the ultimate goal of supporting academics to become digital scholars towards a more open and democratic vision of scholarship

Generic health literacy measurement instruments for children and adolescents:a systematic review of the literature

Background Health literacy is an important health promotion concern and recently children and adolescents have been the focus of increased academic attention. To assess the health literacy of this population, researchers have been focussing on developing instruments to measure their health literacy. Compared to the wider availability of instruments for adults, only a few tools are known for younger age groups. The objective of this study is to systematically review the field of generic child and adolescent health literacy measurement instruments that are currently available. Method A systematic literature search was undertaken in five databases (PubMed, CINAHL, PsycNET, ERIC, and FIS) on articles published between January 1990 and July 2015, addressing children and adolescents ?18 years old. Eligible articles were analysed, data was extracted, and synthesised according to review objectives. Results Fifteen generic health literacy measurement instruments for children and adolescents were identified. All, except two, are self-administered instruments. Seven are objective measures (performance-based tests), seven are subjective measures (self-reporting), and one uses a mixed-method measurement. Most instruments applied a broad and multidimensional understanding of health literacy. The instruments were developed in eight different countries, with most tools originating in the United States (n =?6). Among the instruments, 31 different components related to health literacy were identified. Accordingly, the studies exhibit a variety of implicit or explicit conceptual and operational definitions, and most instruments have been used in schools and other educational contexts. While the youngest age group studied was 7-year-old children within a parent-child study, there is only one instrument specifically designed for primary school children and none for early years. Conclusions Despite the reported paucity of health literacy research involving children and adolescents, an unexpected number of health literacy measurement studies in children?s populations was found. Most instruments tend to measure their own specific understanding of health literacy and not all provide sufficient conceptual information. To advance health literacy instruments, a much more standardised approach is necessary including improved reporting on the development and validation processes. Further research is required to improve health literacy instruments for children and adolescents and to provide knowledge to inform effective interventionspublishersversionPeer reviewe