Uuden oppimisjärjestelmän suunnittelu ja toteutus käyttäytymisen muutoksen tukijärjestelmänä

Tiivistelmä. Oppiminen on tärkeää koko elämän ajan. Niinpä sen avuksi on kehitetty erilaisia työkaluja, jotka voivat estää esimerkiksi loppuunpalamista. Tämän tutkimuksen tarkoituksena oli kehittää tietokoneavusteinen oppimista tukeva tietojärjestelmä, joka pystyisi muokkaamaan ihmisten asenteita tai käyttäytymistä siten, että oppimisesta tulisi helpompaa. Tavoitteena oli kehittää tästä tietojärjestelmästä käyttäytymisen muutoksen tukijärjestelmä ja dokumentoida sen rakentamisen vaiheet. Toteutus perustui suunnittelututkimukseen (design research), jossa hyödynnettiin suostuttelevaa teknologiaa (persuasive technology). Toteutukseen ryhdyttiin määrittämällä aluksi vaatimukset, jonka jälkeen vaatimusten perusteella toteutettiin itse järjestelmä. Järjestelmää arvioitiin 16 henkilön testiryhmän voimin. Saatujen tulosten perusteella järjestelmä vaikuttaa pääsääntöisesti vahvistavan jo olemassa olevia käyttäytymisen malleja. Ensisijaiseen toimintaan liittyvät ominaisuudet näyttävät olevan tärkeitä ja sosiaalisen tukeen liittyvät ominaisuudet toisarvoisia Järjestelmässä oli myös vuoropuhelun tukeen ja järjestelmän uskottavuuteen liittyviä ominaisuuksia, mutta ne toteutettiin karkeammalla tasolla kuin edellä mainitut. Tutkielmasta käy ilmi, miten tietojärjestelmä suunniteltiin, kehitettiin ja arvioitiin. Jatkotutkimuksen kannalta suosittelen huomioimaan tarkemmin erityiskäyttäjäryhmät ja suuntaamaan huomiota siihen, miten eri kehitysvaiheet vaikuttavat suositteluun ja vakuuttavuuteen

Cross-national validation of the Social Media Disorder-scale: Findings from adolescents from 44 countries

Background and aims: There is currently no cross-national validation of a scale that measures problematic social media use (SMU). The present study investigated and compared the psychometric properties of the social media disorder (SMD) scale among young adolescents from different countries. Design: Validation study. Setting and participants: Data came from 222 532 adolescents from 44 countries participating in the health behaviour in school-aged children (HBSC) survey (2017/2018). The HBSC survey was conducted in the European region and Canada. Participants were on average aged 13.54 years (standard deviation = 1.63) and 51.24% were girls. Measurement: Problematic SMU was measured using the nine-item SMD scale with dichotomous response options. Findings: Confirmatory factor analyses (CFA) showed good model fit for a one-factor model across all countries (minimum comparative fit index (CFI) and Tucker–Lewis index (TLI) = 0.963 and 0.951, maximum root mean square error of approximation (RMSEA) and standardized root mean square residual (SRMR) = 0.057 and 0.060), confirming structural validity. The internal consistency of the items was adequate in all countries (minimum alpha = 0.840), indicating that the scale provides reliable scores. Multi-group CFA showed that the factor structure was measurement invariant across countries (ΔCFI = −0.010, ΔRMSEA = 0.003), suggesting that adolescents’ level of problematic SMU can be reliably compared cross-nationally. In all countries, gender and socio-economic invariance was established, and age invariance was found in 43 of 44 countries. In line with prior research, in almost all countries, problematic SMU related to poorer mental wellbeing (range βSTDY = 0.193–0.924, P < 0.05) and higher intensity of online communication (range βSTDY = 0.163–0.635, P < 0.05), confirming appropriate criterion validity. Conclusions: The social media disorder scale appears to be suitable for measuring and comparing problematic social media use among young adolescents across many national contexts

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

Biologically active peptides derived from milk proteins

v2002okeripainokset ETL. Yksikön huom.: ET