Persuasive Technology for Learning in Business Context

"Persuasive Design is a relatively new concept which employs general principles of persuasion that can be implemented in persuasive technology. This concept has been introduced by BJ Fogg in 1998, who since then has further extended it to use computers for changing attitudes and behaviour. Such principles can be applied very well in learning and teaching: in traditional human-led learning, teachers always have employed persuasion as one of the elements of teaching. Persuasive technology moves these principles into the digital domain, by focusing on technology that inherently stimulates learners to learn more quickly and effectively. This is very relevant for the area of Business Management in several aspects: Consumer Behavior, Communications, Human Resource, Marketing & Advertising, Organisational Behavior & Leadership. The persuasive principles identified by BJ Fogg are: reduction, tunnelling, tailoring, suggestion, self-monitoring, surveillance, conditioning, simulation, social signals. Also relevant is the concept of KAIROS, which means the just-in-time, at the right place provision of information/stimulus. In the EuroPLOT project (2010-2013) we have developed persuasive learning objects and tools (PLOTs) in which we have applied persuasive designs and principles. In this context, we have developed a pedagogical framework for active engagement, based on persuasive design in which the principles of persuasive learning have been formalised in a 6-step guide for persuasive learning. These principles have been embedded in two tools – PLOTmaker and PLOTLearner – which have been developed for creating persuasive learning objects. The tools provide specific capability for implementing persuasive principles at the very beginning of the design of learning objects. The feasibility of employing persuasive learning concepts with these tools has been investigated in four different case studies with groups of teachers and learners from realms with distinctly different teaching and learning practices: Business Computing, language learning, museum learning, and chemical substance handling. These case studies have involved the following learner target groups: school children, university students, tertiary students, vocational learners and adult learners. With regards to the learning context, they address archive-based learning, industrial training, and academic teaching. Alltogether, these case studies include participants from Sweden, Africa (Madagascar), Denmark, Czech Republic, and UK. One of the outcomes of this investigation was that one cannot apply a common set of persuasive designs that would be valid for general use in all situations: on the contrary, the persuasive principles are very specific to learning contexts and therefore must be specifically tailored for each situation. Two of these case studies have a direct relevance to education in the realm of Business Management: Business Computing and language learning (for International Business). In this paper we will present the first results from the evaluation of persuasive technology driven learning in these two relevant areas.

Comparison Between Wolfe, Boyd, BI-RADS and Tabár Based Mammographic Risk Assessment

Abstract. Mammographic risk assessment provides an indication of the likelihood of women developing breast cancer. Anumber ofmammographic image based classification methods have been developed, such as Wolfe, Boyd, BI-RADS and Tabár based assessment. We provide a comparative study of these four approaches. Results on the full MIAS database are presented, which indicate strong correlation (Spearman’s> 0.9) between Wolfe, Boyd andBI-RADSbased classification, whilst the correlation with Tabár based classification is less straight forward (Spearman’s < 0.5, but low correlations mainly caused by one of the classes).

Persuasive Technology for Learning and Teaching – The EuroPLOT Project

The concept of persuasive design has demonstrated its benefits by changing human behavior in certain situations, but in the area of education and learning, this approach has rarely been used. To change this and to study the feasibility of persuasive technology in teaching and learning, the EuroPLOT project (PLOT = Persuasive Learning Objects and Technologies) has been funded 2010-2013 by the Education, Audiovisual and Culture Executive Agency (EACEA) in the Life-long Learning (LLL) programme. In this program two tools have been developed (PLOTMaker and PLOTLearner) which allow to create learning objects with inherently persuasive concepts embedded. These tools and the learning objects have been evaluated in four case studies: language learning (Ancient Hebrew), museum learning (Kaj Munk Museum, Denmark), chemical handling, and academic Business Computing. These case studies cover a wide range of different learning styles and learning groups, and the results obtained through the evaluation of these case studies show the wide range of success of persuasive learning. They also indicate the limitations and areas where improvements are required

Behavioral Inhibition as a Risk Factor for the Development of Childhood Anxiety Disorders: A Longitudinal Study

This longitudinal study examined the additive and interactive effects of behavioral inhibition and a wide range of other vulnerability factors in the development of anxiety problems in youths. A sample of 261 children, aged 5 to 8 years, 124 behaviorally inhibited and 137 control children, were followed during a 3-year period. Assessments took place on three occasions to measure children’s level of behavioral inhibition, anxiety disorder symptoms, other psychopathological symptoms, and a number of other vulnerability factors such as insecure attachment, negative parenting styles, adverse life events, and parental anxiety. Results obtained with Structural Equation Modeling indicated that behavioral inhibition primarily acted as a specific risk factor for the development of social anxiety symptoms. Furthermore, the longitudinal model showed additive as well as interactive effects for various vulnerability factors on the development of anxiety symptoms. That is, main effects of anxious rearing and parental trait anxiety were found, whereas behavioral inhibition and attachment had an interactive effect on anxiety symptomatology. Moreover, behavioral inhibition itself was also influenced by some of the vulnerability factors. These results provide support for dynamic, multifactorial models for the etiology of child anxiety problems

Vaccination timing of low-birth-weight infants in rural Ghana: a population-based, prospective cohort study

Objective: To investigate delays in first and third dose diphtheria–tetanus–pertussis (DTP1 and DTP3) vaccination in low-birth-weight infants in Ghana, and the associated determinants. Methods: We used data from a large, population-based vitamin A trial in 2010–2013, with 22 955 enrolled infants. We measured vaccination rate and maternal and infant characteristics and compared three categories of low-birth-weight infants (2.0–2.4 kg; 1.5–1.9 kg; and <1.5 kg) with infants weighing ≥2.5 kg. Poisson regression was used to calculate vaccination rate ratios for DTP1 at 10, 14 and 18 weeks after birth, and for DTP3 at 18, 22 and 24 weeks (equivalent to 1, 2 and 3 months after the respective vaccination due dates of 6 and 14 weeks). Findings: Compared with non-low-birth-weight infants (n=18 979), those with low birth weight (n=3382) had an almost 40% lower DTP1 vaccination rate at age 10 weeks (adjusted rate ratio, aRR: 0.58; 95% confidence interval, CI: 0.43–0.77) and at age 18 weeks (aRR: 0.63; 95% CI: 0.50–0.80). Infants weighing 1.5–1.9 kg (n=386) had vaccination rates approximately 25% lower than infants weighing ≥2.5 kg at these time points. Similar results were observed for DTP3. Lower maternal age, educational attainment and longer distance to the nearest health facility were associated with lower DTP1 and DTP3 vaccination rates. Conclusion: Low-birth-weight infants are a high-risk group for delayed vaccination in Ghana. Efforts to improve the vaccination of these infants are warranted, alongside further research to understand the reasons for the delays

Recruitment, augmentation and apoptosis of rat osteoclasts in 1,25-(OH)2D3 response to short-term treatment with 1,25-dihydroxyvitamin D3in vivo

Background Although much is known about the regulation of osteoclast (OC) formation and activity, little is known about OC senescence. In particular, the fate of of OC seen after 1,25-(OH)2D3 administration in vivo is unclear. There is evidence that the normal fate of OC is to undergo apoptosis (programmed cell death). We have investigated the effect of short-term application of high dose 1,25-dihydroxyvitamin D3 (1,25-(OH)2D3) on OC apoptosis in an experimental rat model. Methods OC recruitment, augmentation and apoptosis was visualised and quantitated by staining histochemically for tartrate resistant acid phosphatase (TRAP), double staining for TRAP/ED1 or TRAP/DAPI, in situ DNA fragmentation end labelling and histomorphometric analysis. Results Short-term treatment with high-dose 1,25-(OH)2D3 increased the recruitment of OC precursors in the bone marrow resulting in a short-lived increase in OC numbers. This was rapidly followed by an increase in the number of apoptotic OC and their subsequent removal. The response of OC to 1,25-(OH)2D3 treatment was dose and site dependent; higher doses producing stronger, more rapid responses and the response in the tibiae being consistently stronger and more rapid than in the vertebrae. Conclusions This study demonstrates that (1) after recruitment, OC are removed from the resorption site by apoptosis (2) the combined use of TRAP and ED1 can be used to identify OC and their precursors in vivo (3) double staining for TRAP and DAPI or in situ DNA fragmentation end labelling can be used to identify apoptotic OC in vivo

Shifting Home Energy Consumption Through a Holistic Understanding of the Home System of Practice

This chapter describes the concept of the home system of practice, which can be used to provide a deeper understanding of the social system of the home and inform long-term solutions for enabling domestic energy reduction. More traditional methods have attempted to persuade occupants to change behaviour through the use of information campaigns and feedback technology. However, these interventions are usually short lived as they ignore the underlying reasons for practices to occur. A more effective solution is through practice-oriented design, which co-creates innovative technology with the user. In addition, the emergence and use of automated technology enables practices to act independently of the user. Yet, the success of automation is also reliant on an understanding of the home system of practice, occupant needs and skills

POSIWID and determinism in design for behaviour change

Copyright @ 2012 Social Services Research GroupWhen designing to influence behaviour for social or environmental benefit, does designers' intent matter? Or are the effects on behaviour more important, regardless of the intent involved? This brief paper explores -- in the context of design for behaviour change -- some treatments of design, intentionality, purpose and responsibility from a variety of fields, including Stafford Beer's "The purpose of a system is what it does" and Maurice Broady's perspective on determinism. The paper attempts to extract useful implications for designers working on behaviour-related problems, in terms of analytical or reflective questions to ask during the design process