Initial Validation of the MAKE Framework: A Comprehensive Instrument for Evaluating the Efficacy of Game-Based Learning and Gamification in Adolescent Sexual Health Literacy

Objectives: When evaluating the effectiveness of a method for instructing adolescents in sexual health literacy, it is essential to consider how the method motivates learning, promotes a change of attitude, increases knowledge gain, and engages students (MAKE). This article reports on the development and validation of a unified, comprehensive framework for evaluating the efficacy of games in teaching sexual health behaviors for curbing unhealthy sexual outcomes to secondary school adolescents in low resource settings. Methods: The initial validation of the MAKE framework was administered to 120 students using quantitative data collection and analysis. It was then subjected to factor analysis tests to investigate the items’ structure, and Cronbach’s alpha was applied to measure the scale reliability using SPSS Version 24. Results: Data analyses demonstrate that the MAKE framework is a comprehensive instrument to evaluate teaching methods with four powerful constructs, each of which has two to four components. For each construct, the following data were obtained: for motivation, standardized alpha = 0.92, Kaiser-Meyer-Olkin (KMO) = 0.88, and p = 0.001; for attitude, standardized Cronbach’s alpha = 0.90, KMO = 0.88, and p = 0.001; for knowledge, standardized alpha = 0.92, KMO = 0.86, and p = 0.001; and finally, for engagement, standardized alpha = 0.90, KMO = 0.87, and p = 0.001. Cronbach’s alpha for each component was above the cut-off point (0.65). Conclusions: This study shows that the MAKE framework is a satisfactory instrument for assessing the efficacy of teaching methods for sexual health literacy in a variety of teaching environments. The method may also have value for assessing the effectiveness of other methods in adolescent sexual health education

Research Trends in Flipped Classroom Empirical Evidence from 2017 to 2018: A Content Analysis

Purpose – This paper aims to analyze the trends and contents of flipped classroom research based on 48 selected empirical articles published during 2017 and 2018. Design/methodology/approach – The inductive content analysis was used as a methodology to investigate the content of flipped classroom research, including subject-specific areas, methodological approaches, technology tools or platforms, the most frequently used trending searches, countries of research, positive impacts and challenges. Findings – The results of the analysis were interpreted using descriptive analysis, percentages and frequencies. This analysis found that various subjects were implemented in flipped classroom learning, and some technological tools were also used to enhance teaching and learning. Analysis of the impact revealed that the flipped classroom yielded positive learning outcomes on students’ learning activities such as learning motivation and engagement, social interaction and self-directed learning skills. Meanwhile, the most significant challenges encountered by the instructor were the lack of students’ motivation to watch pre-recorded video lectures or to study the contents outside of the class time. Originality/value – The findings suggest that the flipped classroom concept might be effective in promoting twenty-first-century learning skills and developing the technology and information literacy competency based on national standards

Turnitin: Research Trends in Flipped Classroom Empirical Evidence from 2017 to 2018: A Content Analysis

Purpose – This paper aims to analyze the trends and contents of flipped classroom research based on 48 selected empirical articles published during 2017 and 2018. Design/methodology/approach – The inductive content analysis was used as a methodology to investigate the content of flipped classroom research, including subject-specific areas, methodological approaches, technology tools or platforms, the most frequently used trending searches, countries of research, positive impacts and challenges. Findings – The results of the analysis were interpreted using descriptive analysis, percentages and frequencies. This analysis found that various subjects were implemented in flipped classroom learning, and some technological tools were also used to enhance teaching and learning. Analysis of the impact revealed that the flipped classroom yielded positive learning outcomes on students’ learning activities such as learning motivation and engagement, social interaction and self-directed learning skills. Meanwhile, the most significant challenges encountered by the instructor were the lack of students’ motivation to watch pre-recorded video lectures or to study the contents outside of the class time. Originality/value – The findings suggest that the flipped classroom concept might be effective in promoting twenty-first-century learning skills and developing the technology and information literacy competency based on national standards

Reducing the environmental impact of surgery on a global scale: systematic review and co-prioritization with healthcare workers in 132 countries

Abstract Background Healthcare cannot achieve net-zero carbon without addressing operating theatres. The aim of this study was to prioritize feasible interventions to reduce the environmental impact of operating theatres. Methods This study adopted a four-phase Delphi consensus co-prioritization methodology. In phase 1, a systematic review of published interventions and global consultation of perioperative healthcare professionals were used to longlist interventions. In phase 2, iterative thematic analysis consolidated comparable interventions into a shortlist. In phase 3, the shortlist was co-prioritized based on patient and clinician views on acceptability, feasibility, and safety. In phase 4, ranked lists of interventions were presented by their relevance to high-income countries and low–middle-income countries. Results In phase 1, 43 interventions were identified, which had low uptake in practice according to 3042 professionals globally. In phase 2, a shortlist of 15 intervention domains was generated. In phase 3, interventions were deemed acceptable for more than 90 per cent of patients except for reducing general anaesthesia (84 per cent) and re-sterilization of ‘single-use’ consumables (86 per cent). In phase 4, the top three shortlisted interventions for high-income countries were: introducing recycling; reducing use of anaesthetic gases; and appropriate clinical waste processing. In phase 4, the top three shortlisted interventions for low–middle-income countries were: introducing reusable surgical devices; reducing use of consumables; and reducing the use of general anaesthesia. Conclusion This is a step toward environmentally sustainable operating environments with actionable interventions applicable to both high– and low–middle–income countries

Assessing Information Literacy: A Case Study of Primary 5 Students in Hong Kong

Abstract This paper reports an exploratory investigation of the information-literacy levels of primar

Development of information search expertise of research students

published_or_final_versionEducationDoctoralDoctor of Philosoph

Social networking (SN) tools for libraries : seminar at The University of British Columbia Library

Dr. Chu presented an exploratory study investigating the use of social networking tools in academic libraries. The study examined reasons for using or not using social networking tools, the length of usage, and the perceived benefits and costs of using these tools. The study also offers insights for academic librarians to make informed decisions in applying social networking tools. This presentation took place on 10 April 2012 at the Irving K. Barber Learning Centre at the University of British Columbia.Non UBCUnreviewedFacultyOthe

Interactions between English-speaking and Chinese-speaking Users and Librarians on Social Networking Sites

Social networking sites (SNSs) can encourage interaction among users. Existing research mainly focuses on the ways in which SNSs are used in libraries and on librarians’ or users’ attitudes towards these SNSs. This study focused on the flow of information via SNS interactions between librarians and users on library Facebook, Twitter, and Chinese Weibo sites, and developed an SNS user interaction type model based on these information flows. A mixed-method approach was employed combining quantitative data generated from the analysis of 1,753 posts sampled from 40 library SNSs and qualitative data from interviews with 10 librarians. Four types of interactions were identified: information/knowledge sharing, information dissemination, communication, and information gathering. The study found that SNSs were used primarily as channels for disseminating news and announcements about things currently happening in the library. Communication allowed open-ended questions and produced more replies. In Facebook posts, Chinese Facebook users generated less “likes” than English-speaking users. The comparison of data between Facebook-like and Twitter-like SNSs in different library settings suggested that libraries need to coordinate different types of SNSs, and take library settings and sociocultural environments into consideration in order to enhance and encourage user engagement and interaction