Gamification in higher education and stem : a systematic review of literature

In recent years, gamification, the use of game elements in non-game contexts, has drawn the attention of educators due to the possibility of making learning more motivating and engaging; this led to an increase of research in the field. Despite the availability of literature reviews about gamification and its effects, no work to this date has focused exclusively on Higher Education (HE). Next, worldwide there is an increasing demand for skilled Science, Technology, Engineering and Mathematics (STEM) professionals that meet the challenges related to scientific and technological innovations of the 21st Century. This lead to the need of strengthening STEM Higher Education. This brings us to the purpose of this work: presenting a systematic literature review of empirical studies about gamification STEM related Higher Education. This review study started from a systematic mapping design of 'Web of Science' articles, with following inclusion criteria: empirical gamification studies set up in HE, published between 2000 and 2016; focusing on undergraduate or graduate students; in the STEM knowledge field, and set up in authentic settings. An initial search resulted in 562 potentially relevant articles. After applying all selection criteria, only 18 studies could be retained. 12 additional articles were included by analyzing references from earlier literature reviews, resulting in 30 studies to be included. Analysis results show how a combination of game elements (e.g. leaderboards, badges, points and other combinations) positively affects students' performance, attendance, goal orientation and attitude towards mostly computer science related subjects. The analysis results also point at a lack of studies in certain STEM areas, a lack of studies that identify the particular game element associated with the positive differential impact on student performance; a lack of validated psychometric measurements, and lack of focus on student variables that could/should be taken into account as mediating/moderating variables clarifying the impact of gamification in the HE focus on STEM learning and teaching

Antimicrobial resistance among migrants in Europe: a systematic review and meta-analysis

BACKGROUND: Rates of antimicrobial resistance (AMR) are rising globally and there is concern that increased migration is contributing to the burden of antibiotic resistance in Europe. However, the effect of migration on the burden of AMR in Europe has not yet been comprehensively examined. Therefore, we did a systematic review and meta-analysis to identify and synthesise data for AMR carriage or infection in migrants to Europe to examine differences in patterns of AMR across migrant groups and in different settings. METHODS: For this systematic review and meta-analysis, we searched MEDLINE, Embase, PubMed, and Scopus with no language restrictions from Jan 1, 2000, to Jan 18, 2017, for primary data from observational studies reporting antibacterial resistance in common bacterial pathogens among migrants to 21 European Union-15 and European Economic Area countries. To be eligible for inclusion, studies had to report data on carriage or infection with laboratory-confirmed antibiotic-resistant organisms in migrant populations. We extracted data from eligible studies and assessed quality using piloted, standardised forms. We did not examine drug resistance in tuberculosis and excluded articles solely reporting on this parameter. We also excluded articles in which migrant status was determined by ethnicity, country of birth of participants' parents, or was not defined, and articles in which data were not disaggregated by migrant status. Outcomes were carriage of or infection with antibiotic-resistant organisms. We used random-effects models to calculate the pooled prevalence of each outcome. The study protocol is registered with PROSPERO, number CRD42016043681. FINDINGS: We identified 2274 articles, of which 23 observational studies reporting on antibiotic resistance in 2319 migrants were included. The pooled prevalence of any AMR carriage or AMR infection in migrants was 25·4% (95% CI 19·1-31·8; I2 =98%), including meticillin-resistant Staphylococcus aureus (7·8%, 4·8-10·7; I2 =92%) and antibiotic-resistant Gram-negative bacteria (27·2%, 17·6-36·8; I2 =94%). The pooled prevalence of any AMR carriage or infection was higher in refugees and asylum seekers (33·0%, 18·3-47·6; I2 =98%) than in other migrant groups (6·6%, 1·8-11·3; I2 =92%). The pooled prevalence of antibiotic-resistant organisms was slightly higher in high-migrant community settings (33·1%, 11·1-55·1; I2 =96%) than in migrants in hospitals (24·3%, 16·1-32·6; I2 =98%). We did not find evidence of high rates of transmission of AMR from migrant to host populations. INTERPRETATION: Migrants are exposed to conditions favouring the emergence of drug resistance during transit and in host countries in Europe. Increased antibiotic resistance among refugees and asylum seekers and in high-migrant community settings (such as refugee camps and detention facilities) highlights the need for improved living conditions, access to health care, and initiatives to facilitate detection of and appropriate high-quality treatment for antibiotic-resistant infections during transit and in host countries. Protocols for the prevention and control of infection and for antibiotic surveillance need to be integrated in all aspects of health care, which should be accessible for all migrant groups, and should target determinants of AMR before, during, and after migration. FUNDING: UK National Institute for Health Research Imperial Biomedical Research Centre, Imperial College Healthcare Charity, the Wellcome Trust, and UK National Institute for Health Research Health Protection Research Unit in Healthcare-associated Infections and Antimictobial Resistance at Imperial College London

Surgical site infection after gastrointestinal surgery in high-income, middle-income, and low-income countries: a prospective, international, multicentre cohort study

Background: Surgical site infection (SSI) is one of the most common infections associated with health care, but its importance as a global health priority is not fully understood. We quantified the burden of SSI after gastrointestinal surgery in countries in all parts of the world. Methods: This international, prospective, multicentre cohort study included consecutive patients undergoing elective or emergency gastrointestinal resection within 2-week time periods at any health-care facility in any country. Countries with participating centres were stratified into high-income, middle-income, and low-income groups according to the UN's Human Development Index (HDI). Data variables from the GlobalSurg 1 study and other studies that have been found to affect the likelihood of SSI were entered into risk adjustment models. The primary outcome measure was the 30-day SSI incidence (defined by US Centers for Disease Control and Prevention criteria for superficial and deep incisional SSI). Relationships with explanatory variables were examined using Bayesian multilevel logistic regression models. This trial is registered with ClinicalTrials.gov, number NCT02662231. Findings: Between Jan 4, 2016, and July 31, 2016, 13 265 records were submitted for analysis. 12 539 patients from 343 hospitals in 66 countries were included. 7339 (58·5%) patient were from high-HDI countries (193 hospitals in 30 countries), 3918 (31·2%) patients were from middle-HDI countries (82 hospitals in 18 countries), and 1282 (10·2%) patients were from low-HDI countries (68 hospitals in 18 countries). In total, 1538 (12·3%) patients had SSI within 30 days of surgery. The incidence of SSI varied between countries with high (691 [9·4%] of 7339 patients), middle (549 [14·0%] of 3918 patients), and low (298 [23·2%] of 1282) HDI (p < 0·001). The highest SSI incidence in each HDI group was after dirty surgery (102 [17·8%] of 574 patients in high-HDI countries; 74 [31·4%] of 236 patients in middle-HDI countries; 72 [39·8%] of 181 patients in low-HDI countries). Following risk factor adjustment, patients in low-HDI countries were at greatest risk of SSI (adjusted odds ratio 1·60, 95% credible interval 1·05–2·37; p=0·030). 132 (21·6%) of 610 patients with an SSI and a microbiology culture result had an infection that was resistant to the prophylactic antibiotic used. Resistant infections were detected in 49 (16·6%) of 295 patients in high-HDI countries, in 37 (19·8%) of 187 patients in middle-HDI countries, and in 46 (35·9%) of 128 patients in low-HDI countries (p < 0·001). Interpretation: Countries with a low HDI carry a disproportionately greater burden of SSI than countries with a middle or high HDI and might have higher rates of antibiotic resistance. In view of WHO recommendations on SSI prevention that highlight the absence of high-quality interventional research, urgent, pragmatic, randomised trials based in LMICs are needed to assess measures aiming to reduce this preventable complication

Congreso Internacional de Responsabilidad Social Apuestas para el desarrollo regional.

Congreso Internacional de Responsabilidad Social: apuestas para el desarrollo regional [Edición 1 / Nov. 6 - 7: 2019 Bogotá D.C.]El Congreso Internacional de Responsabilidad Social “Apuestas para el Desarrollo Regional”, se llevó a cabo los días 6 y 7 de noviembre de 2019 en la ciudad de Bogotá D.C. como un evento académico e investigativo liderado por la Corporación Universitaria Minuto de Dios -UNIMINUTO – Rectoría Cundinamarca cuya pretensión fue el fomento de nuevos paradigmas, la divulgación de conocimiento renovado en torno a la Responsabilidad Social; finalidad adoptada institucionalmente como postura ética y política que impacta la docencia, la investigación y la proyección social, y cuyo propósito central es la promoción de una “sensibilización consciente y crítica ante las situaciones problemáticas, tanto de las comunidades como del país, al igual que la adquisición de unas competencias orientadas a la promoción y al compromiso con el desarrollo humano y social integral”. (UNIMINUTO, 2014). Dicha postura, de conciencia crítica y sensibilización social, sumada a la experiencia adquirida mediante el trabajo articulado con otras instituciones de índole académico y de forma directa con las comunidades, permitió establecer como objetivo central del evento la reflexión de los diferentes grupos de interés, la gestión de sus impactos como elementos puntuales que contribuyeron en la audiencia a la toma de conciencia frente al papel que se debe asumir a favor de la responsabilidad social como aporte seguro al desarrollo regional y a su vez al fortalecimiento de los Objetivos de Desarrollo Sostenible

Congreso Internacional de Responsabilidad Social Apuestas para el desarrollo regional.

Congreso Internacional de Responsabilidad Social: apuestas para el desarrollo regional [Edición 1 / Nov. 6 - 7: 2019 Bogotá D.C.]El Congreso Internacional de Responsabilidad Social “Apuestas para el Desarrollo Regional”, se llevó a cabo los días 6 y 7 de noviembre de 2019 en la ciudad de Bogotá D.C. como un evento académico e investigativo liderado por la Corporación Universitaria Minuto de Dios -UNIMINUTO – Rectoría Cundinamarca cuya pretensión fue el fomento de nuevos paradigmas, la divulgación de conocimiento renovado en torno a la Responsabilidad Social; finalidad adoptada institucionalmente como postura ética y política que impacta la docencia, la investigación y la proyección social, y cuyo propósito central es la promoción de una “sensibilización consciente y crítica ante las situaciones problemáticas, tanto de las comunidades como del país, al igual que la adquisición de unas competencias orientadas a la promoción y al compromiso con el desarrollo humano y social integral”. (UNIMINUTO, 2014). Dicha postura, de conciencia crítica y sensibilización social, sumada a la experiencia adquirida mediante el trabajo articulado con otras instituciones de índole académico y de forma directa con las comunidades, permitió establecer como objetivo central del evento la reflexión de los diferentes grupos de interés, la gestión de sus impactos como elementos puntuales que contribuyeron en la audiencia a la toma de conciencia frente al papel que se debe asumir a favor de la responsabilidad social como aporte seguro al desarrollo regional y a su vez al fortalecimiento de los Objetivos de Desarrollo Sostenible

Prevalence, associated factors and outcomes of pressure injuries in adult intensive care unit patients: the DecubICUs study

Funder: European Society of Intensive Care Medicine; doi: http://dx.doi.org/10.13039/501100013347Funder: Flemish Society for Critical Care NursesAbstract: Purpose: Intensive care unit (ICU) patients are particularly susceptible to developing pressure injuries. Epidemiologic data is however unavailable. We aimed to provide an international picture of the extent of pressure injuries and factors associated with ICU-acquired pressure injuries in adult ICU patients. Methods: International 1-day point-prevalence study; follow-up for outcome assessment until hospital discharge (maximum 12 weeks). Factors associated with ICU-acquired pressure injury and hospital mortality were assessed by generalised linear mixed-effects regression analysis. Results: Data from 13,254 patients in 1117 ICUs (90 countries) revealed 6747 pressure injuries; 3997 (59.2%) were ICU-acquired. Overall prevalence was 26.6% (95% confidence interval [CI] 25.9–27.3). ICU-acquired prevalence was 16.2% (95% CI 15.6–16.8). Sacrum (37%) and heels (19.5%) were most affected. Factors independently associated with ICU-acquired pressure injuries were older age, male sex, being underweight, emergency surgery, higher Simplified Acute Physiology Score II, Braden score 3 days, comorbidities (chronic obstructive pulmonary disease, immunodeficiency), organ support (renal replacement, mechanical ventilation on ICU admission), and being in a low or lower-middle income-economy. Gradually increasing associations with mortality were identified for increasing severity of pressure injury: stage I (odds ratio [OR] 1.5; 95% CI 1.2–1.8), stage II (OR 1.6; 95% CI 1.4–1.9), and stage III or worse (OR 2.8; 95% CI 2.3–3.3). Conclusion: Pressure injuries are common in adult ICU patients. ICU-acquired pressure injuries are associated with mainly intrinsic factors and mortality. Optimal care standards, increased awareness, appropriate resource allocation, and further research into optimal prevention are pivotal to tackle this important patient safety threat

Correction to: Prevalence, associated factors and outcomes of pressure injuries in adult intensive care unit patients: the DecubICUs study

The original version of this article unfortunately contained a mistake

Prevalence, associated factors and outcomes of pressure injuries in adult intensive care unit patients: the DecubICUs study

Funder: European Society of Intensive Care Medicine; doi: http://dx.doi.org/10.13039/501100013347Funder: Flemish Society for Critical Care NursesAbstract: Purpose: Intensive care unit (ICU) patients are particularly susceptible to developing pressure injuries. Epidemiologic data is however unavailable. We aimed to provide an international picture of the extent of pressure injuries and factors associated with ICU-acquired pressure injuries in adult ICU patients. Methods: International 1-day point-prevalence study; follow-up for outcome assessment until hospital discharge (maximum 12 weeks). Factors associated with ICU-acquired pressure injury and hospital mortality were assessed by generalised linear mixed-effects regression analysis. Results: Data from 13,254 patients in 1117 ICUs (90 countries) revealed 6747 pressure injuries; 3997 (59.2%) were ICU-acquired. Overall prevalence was 26.6% (95% confidence interval [CI] 25.9–27.3). ICU-acquired prevalence was 16.2% (95% CI 15.6–16.8). Sacrum (37%) and heels (19.5%) were most affected. Factors independently associated with ICU-acquired pressure injuries were older age, male sex, being underweight, emergency surgery, higher Simplified Acute Physiology Score II, Braden score 3 days, comorbidities (chronic obstructive pulmonary disease, immunodeficiency), organ support (renal replacement, mechanical ventilation on ICU admission), and being in a low or lower-middle income-economy. Gradually increasing associations with mortality were identified for increasing severity of pressure injury: stage I (odds ratio [OR] 1.5; 95% CI 1.2–1.8), stage II (OR 1.6; 95% CI 1.4–1.9), and stage III or worse (OR 2.8; 95% CI 2.3–3.3). Conclusion: Pressure injuries are common in adult ICU patients. ICU-acquired pressure injuries are associated with mainly intrinsic factors and mortality. Optimal care standards, increased awareness, appropriate resource allocation, and further research into optimal prevention are pivotal to tackle this important patient safety threat

Constructivismo y Herramientas Web 2.0 en Educación Superior

El presente estudio, de carácter cuantitativo descriptivo, tuvo como propósito analizar qué herramientas Web 2.0 usan los docentes de una universidad privada en Guayaquil, Ecuador y el uso constructivista que le dan a las mismas. El objetivo fue averiguar si la metodología constructivista que utiliza la universidad se ve reflejada en los usos que los docentes le dan a las herramientas. Se hizo una revisión teórica de las corrientes del constructivismo y las características de la Web 2.0 para determinar cómo se relacionan; en base a esta revisión, se diseñó una encuesta que fue aplicada a una muestra de 105 docentes. Luego del análisis estadístico, los resultados mostraron tres aspectos a resaltar: el primero, indica que las herramientas más usadas fueron los blogs, las herramientas de colaboración (Google Docs) y las redes sociales, porque permiten el desarrollo de más estrategias pedagógicas. El segundo, que la reflexión y retroalimentación son los fines pedagógicos más utilizados por los docentes, fines propios del constructivismo. Y el tercero, que evidencia que algunas herramientas Web 2.0 que fueron parte del estudio, están siendo usadas con fines diferentes para los que fueron creadas. Tomando en cuenta los hallazgos ya mencionados, y como aporte a esta investigación, se elaboró una guía para que los docentes de la universidad puedan aplicar el uso adecuado de cada herramienta según su fin pedagógico.GuayaquilMagister de Educación Superior con mención en Investigación e Innovaciones Educativa

The effect of gamification on learning performance of students in a STEM program

Worldwide, there is a growing demand for Science, Technology, Engineering, and Mathematics (STEM) professionals to reshape the world of work (Fayer, Lacey, & Watson, 2017; Shapiro, Østergård, & Hougard, 2015). This demand has put STEM education at the center of educational reforms, such as motivate school-age students to pursue STEM-related careers (European Commission, 2015). Despite these efforts, STEM education currently faces different challenges: low enrolment and high attrition rates in higher education programs (Sithole et al., 2017), as well as low academic performance (OECD, 2018) and gender disparity (UNESCO, 2017). It is, therefore, not surprising that higher education institutions want to overcome the above issues by motivating more students to enroll in STEM fields. In this context, gamification is presented as an alternative active learning methodology by motivating and engaging students in their learning activities (Langendahl, Per-Anders Cook & Mark-Herbert, 2016; Ribeiro, Leal da Silva, & Quadrado Mussi, 2018). Gamification refers to the use of game elements in non-game contexts (Deterding, Dixon, Khaled, & Nacke, 2011). Given that worldwide, 57% of gamers range from 10 to 35 years old (Statista, 2017), it seems fit for STEM education to include gamification as part of the students’ active learning process. Thus, the current dissertation formulated its first research objective: analyze the current research gaps of gamification in STEM Higher Education. Two systematic reviews of research were conducted to address the objective. The first review focused on gamification in STEM Higher Education to have a general overview of the state-of-the-art in the topic (chapter 2). The second review focused explicitly on gamification and learning performance (chapter 3), the critical study variable. The reviews examined 30 and 23 studies, respectively. The findings in both studies helped to identify the following gaps. First, there was a lack of studies in certain STEM areas, which showed to be more inclined only to study Computer Science –related subjects. Second, most studies focused on a combination of game elements, causing a lack of understanding of the game element that has a positive impact on student performance. Third, there was a lack of validated psychometric measurements in the studies that could be questioned due to their weak reliability. Most studies used only the logs provided by the Learning Management System to assess student’s gamified actions. Fourth, there was a lack of focus on student’s mediating or moderating variables that could have an impact on student’s learning performance. Fifth, more studies were needed to underpin the direct or indirect linkage of gamification on learning performance. Sixth, there was a need to consider a suitable sample that could provide sufficient power, and effect sizes, and set up longer experimental interventions to avoid novelty effects and a lack of generalization. The identified gaps helped formulated the second research hypothesis. Evaluate the impact of specific gamified elements on learning performance. This objective was subdivided into three objectives, each aligned to a study. The gaps also helped us with design guidelines. An in-depth analysis of the literature on gamification (Chapter 1) also helped us identified the theoretical framework from which this dissertation was built on. For learning performance, we used the Theory of Gamified Learning (Landers, 2014) that indicates how gamification affects learning performance via mediation or moderation. Regarding motivation, The Self-Determination Theory (Ryan & Deci, 2000) with its corresponding sub-theories (e.g., Cognitive Evaluation Theory) helps us understand how intrinsic motivation and autonomous motivation can be achieved by fulfilling the need of autonomy, competence, and relatedness. Furthermore, it helped us understand under what conditions intrinsic motivation can be undermined or facilitated. In terms of self-efficacy, we chose Bandura's definition (1994), explaining people’s beliefs about their abilities to perform tasks focusing on four primary sources of influence. These are mastery experiences, vicarious experiences, performance feedback, and physiological or emotional states. As for student engagement, we built on Gunuc & Kuzu (2015), Fredricks, Blumenfeld, & Paris (2004), as well as Trowler (2010), explaining its different dimensions: behavioral, emotional, and cognitive. Finally, for the gamified design, we used the theory of Situated Motivational Affordances (Deterding, 2011), which explains that motivational needs are satisfied depending on how an artifact or, in this case, game elements are used, and not necessarily how they have been used. The 6Dimensions framework (Werbach & Hunter, 2012) also guided us in the design of the gamified environment. Study 1 (chapter 4) examined the effect of gamification – building on leaderboards - on learning performance. Furthermore, mediating variables such as intrinsic motivation, self-efficacy, engagement, and demographic variables such as gender, previous gaming experience, among others, were considered. A pretest-posttest quasi-experimental design (N=89) with an experimental (N=55) and a control condition (N=34) was set up in an Introductory Computer Programming course, lasting six weeks. Results indicated a significant improvement in the learning performance of students in the gamified condition. However, no interaction effect was detected due to mediating and demographic variables. Study 2 (chapter 5) also analyzed the impact of gamification on learning performance, intrinsic motivation, self-efficacy, and engagement in engineering students taking a basic programming course. The difference was the game element: badges. One hundred sophomore undergraduates participated in a quasi-experiment, lasting six weeks. A pretest-posttest design with control (N=50) and experimental group (N=50) was set up. Results showed a statistically significant improvement in engagement in gamification students, compared to the control group. However, no significant impact on learning performance, intrinsic motivation, self-efficacy, and any of the student demographic variables was observed. Study 3 (chapter 6) addressed the game element that showed a more favorable result: leaderboards. The limitations from studies 1 and 2 also helped improve the design of study 3, namely the need to include qualitative data to complement the quantitative data analysis, and to widen the motivation spectrum to analyze more than just intrinsic motivation. Thus, the study, once again, assessed the effect of gamification on learning performance. However, it now included the autonomous motivation as a mediating variable, apart from self-efficacy. Engagement was no longer studied. Furthermore, three demographic variables were not studied anymore: personality, age, and high school major. Participants were 175 undergraduate students enrolled in a Calculus class. The study was based on a pretest-posttest quasi-experimental design, involving students in an experimental (N=34) and control condition (N=141). The study lasted nine weeks. Results pointed at a significant improvement in learning performance in the gamified condition. Nevertheless, no effects are observed due to mediating variables. Overall, in this dissertation, we showed that students increased their learning performance more in the gamified environment compared to a control group using leaderboards. However, as much as we tried to present the gamified design differently, we did not find a significant change in motivation and self-efficacy. We did find a change in engagement only in the badge oriented course. When trying to understand the lack of significant results, different answers showed up (chapter 7). They could have been related to the nature of the subject, the gamified design, the methodological design, among others. Students could have still perceived the game elements as they were initially designed: leaderboards to foster competition, diminishing intrinsic motivation, and badges as external motivators only. Nevertheless, we reiterate that gamification has shown the potential to push STEM programs towards an increase in learning performance