Eight guidelines for the design of instructional videos for software training

Purpose: Video has become a popular means for delivering "how to" information about a wide variety of software tasks. With video rapidly becoming a major instructional method, the question arises of their effectiveness for software training. This paper provides a set of eight guidelines for the construction of instructional videos for software training. Method: The guidelines present a concise view on how to design an instructional video for software training. They are based on a considerable body of research on how people process visual and verbal information and how to support these processes. Each guideline is described, illustrated, and supported with research findings from various disciplines. Results: The guidelines were tested in three consecutive empirical studies. In these studies a set of instructional videos for Word's formatting options were designed. The effects of the video instructions were compared with a paper tutorial (Van der Meij & Van der Meij, in preparation). We found that the video instructions yielded more favorable appraisals for motivation, higher skills proficiency immediately after training, and better skills retention after a one-week delay. Conclusions: The guidelines offer patterns that could further advance the theory and practice of the design of instructional videos for software training. A limitation of the study is that we concentrated on instructional video that serve a tutorial function. For video that function as a reference guide not all the guidelines are equally important, and also some new guidelines may be called for

Animated pedagogical agents effects on enhancing student motivation and learning in a science inquiry learning environment

This study focuses on the design and testing of a motivational animated pedagogical agent (APA) in an inquiry learning environment on kinematics. The aim of including the APA was to enhance students’ perceptions of task relevance and self-efficacy. Given the under-representation of girls in science classrooms, special attention was given to designing an APA that would appeal to the female students. A review of the literature suggested that the best design solution would be an agent who was female, young, attractive, and “cool”. An experiment compared three conditions: agent (image and voice), voice (no image), and control (no image and no voice). The research question was whether students’ motivation and knowledge changed over time as they worked in the inquiry learning environment, and whether condition and gender affected such changes. Participants were 61 third-year students (mean age 14.7 years) from a secondary school. Gender was distributed evenly within and across conditions. A significant main effect of time on self-efficacy was found, with self-efficacy beliefs increasing significantly for both boys and girls. In addition, there was a significant interaction between time, condition, and gender for self-efficacy. About halfway during training, girls’ self-efficacy beliefs significantly increased in both experimental conditions and decreased in the control condition. For boys the opposite pattern was found. Girls also gave higher appraisals for the agent. Students in all three conditions realized significant knowledge gains, which did not differ by gender. The discussion critically considers the need for, and design of motivational scaffolding in inquiry learning environment

Establishing an evidenced-based dietetic model of care in haemodialysis using implementation science

To establish an evidence-based dietetics service in an in-centre haemodialysis unit utilising implementation science.The service was developed through the Knowledge-to-Action Framework. The steps of the Action Cycle were addressed through a literature review, identification of evidence-based guidelines, benchmarking and local staff engagement. The theoretical domains framework (TDF) was used to identify barriers/enablers, and behaviour change wheel to determine appropriate interventions. To monitor, evaluate outcomes and assess sustained knowledge use we employed multidisciplinary team engagement and database use. Audit data were collected at baseline, 6 and 12 months on nutrition assessment (Patient-Generated Subjective Global Assessment), intervention timeliness and alignment to dietetic workforce recommendations. Descriptive statistics, McNemar tests and a linear mixed model were applied.Barriers existed in the knowledge, skills, environmental context and resources TDF domains. Suitable interventions were identified with training on nutritional management of haemodialysis patients delivered to 148 nurses, and nutrition management recommendations summarised into local procedural resources. A database to prompt and monitor outcome measures was created and indicated that over 18 months post-service commencement, eligible patients received nutrition assessment at least 6-monthly, aligning with recommendations. Prevalence of malnutrition was 28% (n = 9/32) at baseline, 23% (n = 5/22) at 6 months and 20% (n = 4/20) at 12 months (P = 0.50).We demonstrated benefits to service development and implementation with implementation science providing a structured and methodical approach to translating guidelines into practice. Development of training, resources and prompts for outcome measures has supported the establishment of an evidence-based dietetics service in a haemodialysis unit

Creating room for citizen perspectives in ‘smart city’ Amsterdam through interactive theatre

The ‘smart city’ vision is popular, but it lacks citizen perspectives. The aim of this study was to gain insight into whether and how art-based citizen engagement can create more room for citizen perspectives in smart cities by developing and testing an art-based citizen engagement project in Amsterdam, the Netherlands. To that end, a combination of interactive theatre, interaction design and social research methods was used to bring together diverse publics and innovation professionals for joint exploration of increased dataveillance in cities. The events were studied through observations, and through interviews with participants and organisers. Data analysis was guided by the outcomes, processes and challenges of the responsible innovation dimensions: inclusion, reflexivity, anticipation and responsiveness (Stilgoe et al., 2013). The most important achievements of art-based citizen engagement were: engaging people who would not have engaged with the topic otherwise, encouraging participants to question common phrases and assumptions, exploring future social implications of technologies, and staging meaningful interactions between citizens and professionals. The most significant challenge was to involve citizens in a way that could influence innovation trajectories