Aleman, Julio, Kilic, Tugba, Mille, Luis S., Shin, Su Ryon, and Zhang, Yu Shrike
Nature Protocols. May, 2021, Vol. 16 Issue 5, p2564, 30 p.
Technology application, Thermo Fisher Scientific Inc. -- Technology application, Scientific equipment and supplies industry -- Technology application, Scientific equipment and supplies industry -- Analysis, Scientific equipment and supplies industry -- Electric properties, Medical equipment -- Electric properties, Medical equipment -- Analysis, Medical equipment -- Technology application, Physiological apparatus -- Electric properties, Physiological apparatus -- Analysis, Physiological apparatus -- Technology application, Biosensors -- Electric properties, Biosensors -- Technology application, and Biosensors -- Analysis
Canadian Journal of Surgery. April, 2021, Vol. 64 Issue 2, E232, 8 p.
Technology application, Medical education -- Technology application, Surgery -- Educational aspects, Video recordings -- Evaluation, and Sound recordings -- Evaluation
Background: Use of videos of surgical and medical techniques for educational purposes has grown over the last years. To our knowledge, there is no validated tool to specifically assess the quality of these types of videos. Our goal was to create an evaluation tool and study its intrarater and interrater reliability and its acceptability. We named our tool UM-OSCAARS (Universite de Montreal Objective and Structured Checklist for Assessment of Audiovisual Recordings of Surgeries/techniques). Methods: UM-OSCAARS is a grid containing 10 criteria, each of which is graded on an ordinal Likert-type scale of 1 to 5 points. We tested the grid with the help of 4 voluntary otolaryngology - head and neck surgery specialists who individually viewed 10 preselected videos. The evaluators graded each criterion for each video. To evaluate intrarater reliability, the evaluation took place in 2 different phases separated by 4 weeks. Interrater reliability was assessed by comparing the 4 top-ranked videos of each evaluator. Results: There was almost-perfect agreement among the evaluators regarding the 4 videos that received the highest scores from the evaluators, demonstrating that the tool has excellent interrater reliability. There was excellent test-retest correlation, demonstrating the tool's intrarater reliability. Conclusion: The UM-OSCAARS has proven to be reliable and acceptable to use, but its validity needs to be more thoroughly assessed. We hope this tool will lead to an improvement in the quality of technical videos used for educational purposes. Contexte : Au fil des ans, l'utilisation de videos pour l'enseignement de techniques chirurgicales et medicales s'est repandue. A notre connaissance, il n'existe aucun outil pour evaluer specifiquement la qualite de ces types de videos. Notre objectif etait de creer un outil d'evaluation et d'analyser sa fiabilite interevaluateurs et son acceptabi lite. Notre outil a pour nom UM-OSCAARS (Universite de Montreal Objective and Structured Checklist for Assessment of Audiovisual Recordings of Surgeries/Techniques). Methodes : L'outil UM-OSCAARS est une grille qui contient 10 criteres; chacun est note sur une echelle de type Likert de 1 a 5 points. Nous avons teste la grille avec l'aide de 4 volontaires, specialistes en otorhinolaryngologie/chirurgie de la tete et du cou, qui ont visionne 10 videos preselectionnees. Les evaluateurs ont note chacun des criteres pour chaque video. Afin de verifier la fiabilite interevaluateurs, l'evaluation s'est deroulee en 2 phases, a 4 semaines d'intervalle. La fiabilite interevaluateurs a ete mesuree en comparant les 4 videos les mieux cotees par chaque evaluateur. Resultats : La concordance a ete quasi parfaite entre les evaluateurs pour les 4 videos qu'ils ont les mieux cotees, ce qui montre que l'outil a une excellente fiabilite interevaluateurs. La correlation test-retest a ete excellente, ce qui demontre la fiabilite interevaluateurs de l'outil. Conclusion : L'outil UM-OSCAARS et son utilisation se sont reveles fiables et acceptables, mais il faut evaluer davantage sa validite. Nous esperons que cet outil permettra d'ameliorer la qualite des videos techniques destinees a l'enseignement.
Educational Technology & Society. April, 2021, Vol. 24 Issue 2, p120, 16 p.
Technology application, Simulation games in education -- Usage, Concentrated study -- Technology application, and Experiential learning -- Technology application
In this paper we define the concept of collective usability, a complex systems perspective on usability that positions an entire group, not an individual, as the unit of analysis. Shared XR experiences have inherent temporal and spatial properties that produce emergent, collective impacts which can impede learners' engagement. Assembling large groups of users to test multiple design configurations is both logistically and financially impractical, however. We demonstrate the practical value of exploring the design space of an XR experience with a simple observation-informed Agent-Based Model. We used the model to explore how changes in the number of simultaneous users, and in the size, placement, and interaction duration of the proffered interactives, could affect collective access to a large-scale, mixed-reality, multi-user museum exhibit. (Collective access, an element of collective usability, is the degree to which users can gain access to each of the different interactives.) With this simple model, we explored (1) how the bottom-up propagation of individual-level design properties can affect collective outcomes, as when certain interactives' linger times cause a bottleneck, and (2) how the top-down propagation of collective design constraints can be used to guide individual-level design, as when we determined thresholds for the 'stickiness' and 'repeat allure' of an interactive to improve collective access. The final design of the exhibit implemented many of the design guidelines uncovered by the model. We argue that collective usability models could be useful for addressing a range of collective usability issues, beyond collective access, for temporally and spatially sensitive XR learning environments. Keywords: Collective usability, Agent-based models, Usability methods, Informal learning, Shared XR
Recent research has emphasized the importance of leveraging embodied interactions for learning critical STEM concepts. ELASTIC3S--an embodied environment for learning about cross-cutting concepts (i.e., non-linear growth)--allows learners to interact with different science simulations through whole-body gestures. Technological advances in gesture recognition can track and respond to students' gestures, however, there has been little investigation into how the gestures performed in these environments relate to subsequent learning. The need for sequential pattern recognition methods is critical in embodied learning if we are to understand how gestural interaction with a simulation facilitates learning. Using data collected via Microsoft Kinect V2 from twelve college students, we applied multivariate Dynamic Time Warping for clustering to identify gestural patterns in ELASTIC3S as evidence for embodied learning processes. Our findings showed that identified trends of simulation use were indicative of students' struggles to understand the underlying ideas or use of the system and were associated with learning performance. These indicators can potentially be used to leverage real time, in-simulation assistance and promote a more adaptive learning experience via embodied simulations. Keywords: Embodied learning, XR Science education simulations, Gesture recognition, DTW clustering, Time series analysis
Educational Technology & Society. April, 2021, Vol. 24 Issue 2, p44, 14 p.
Technology application, Wireless technology, Student teachers -- Behavior, Student teachers -- Technology application, Mobile communication systems -- Usage, Mobile communication systems -- Educational aspects, Wireless communication systems -- Usage, Wireless communication systems -- Educational aspects, and Preparedness -- Educational aspects
The study aimed to understand pre-service teachers' mobile learning readiness with Theory of Planned Behavior using external salient beliefs. There were nine hypotheses tested with a total of 533 pre-service teachers in two cities in Turkey. Several scales adapted from Cheon et al. (2012) included 10 psychological variables. The results indicated that the TPB model explained 58% of the variance in intention to adopt mobile learning. The results of structural equation modeling (SEM) showed that the proposed model of the current study has acceptable fit data. The results of the SEM revealed that attitude, subjective norm and perceived behavioral control have significant impact on intention to adopt mobile learning. In addition, salient beliefs had an influence on the constructs of TPB. Therefore, all the hypotheses within the model were statistically supported in understanding determinants of mobile learning readiness. All in all, the study approved the effectiveness of well-structured cognitive psychological model in understanding pre-service teachers' intention towards adoption of mobile learning in the Turkish context. The study has important implications for researchers, educators, education stakeholders, policy makers and mobile learning application designers. Keywords: Mobile learning readiness, Pre-service teachers, Theory of planned behavior
To improve understanding of preservice teacher acceptance and integration of virtual reality into science, this study examined individual concerns to integrate virtual reality into science instruction before and after a handson intervention with virtual reality. Framed by the Concerns-Based Adoption Model using a mixed-method design, preservice teachers were exposed to a 5-week intervention to integrate and expand on existing VR tours and construct a personalized VR tour. Pre and post analysis of the stages of concern questionnaire show four of five preservice teachers remained focused on their personal concerns (stage 2, unsure of VR teaching demands). The fifth advanced to stage 3, management, and was interested in learning ways to implement virtual reality in the classroom. Open-ended data (survey items, science journals, focus group) illuminated concerns about the technical aspects of VR, learning engagement/satisfaction, and generation of lesson plan ideas, which influenced preservice teachers' intention to use VR. For four of five preservice teachers, this experience increased their likelihood to use VR in the classroom, with adoption dependent on using VR with their students. Implications for teacher educators, educational researchers, administrators, and digital designers address the integration of VR, instructional planning, and usability considerations. Keywords: Curriculum design, Pedagogy, Science, Technology acceptance, Virtual reality
Yiannoutsou, Nikoleta, Johnson, Rose, and Price, Sara
Educational Technology & Society. April, 2021, Vol. 24 Issue 2, p151, 13 p.
Technology application, Virtual reality technology, Virtual reality -- Usage, Virtual reality -- Educational aspects, Visually disabled children -- Education, Mathematics -- Study and teaching, and Mathematics -- Technology application
Digital developments that foreground the sensory body and movement interaction offer new ways of engaging with mathematical ideas. Theories of embodied cognition argue for the important role of sensorimotor interaction in underpinning cognition. For visually impaired children this is particularly promising, since it provides opportunities for grounding mathematical ideas in bodily experience. The use of iVR technologies for visually impaired children is not immediately evident, given the central role of vision in immersive virtual worlds. This paper presents an iterative, design-based case study with visually impaired children to inform the pedagogical design of embodied learning experiences in iVR. Drawing from embodied pedagogy, it explores the process of implementing a classroom-based non-visual VR experience, designed to give visually impaired children an embodied experience of position in terms of Cartesian co-ordinates as they move around a virtual space. Video recordings of interaction combined with feedback from teachers and children contribute to knowledge of iVR learning applications in formal settings by discerning three types of pedagogical practices: creation of a performance space introduction of performative actions and action connected diverse perspectives. Keywords: Virtual Reality, Visually impaired children, Embodied learning, Cartesian coordinates
Nguyen, David-Dan, Reitblat, Chanan R., Andino, Juan J., Couture, Felix, Sui, Wilson, Cone, Eugene B., Gershman, Boris, Haleblian, George E., Kathrins, Martin N., Korets, Ruslan, Kraft, Kate H., Perrotte, Paul, Scarpato, Kristen R., Singla, Ajay, Lee, Jason Y., and Bhojani, Naeem
Canadian Urological Association Journal (CUAJ). April, 2021, Vol. 15 Issue 4, p1K, 5 p.
Technology application, Medical students -- Technology application, Medical students -- Training, Online education -- Methods, Epidemics -- Educational aspects, Epidemics -- Canada, and Urology -- Study and teaching
Introduction The COVID-19 pandemic has disrupted healthcare systems around the world with profound consequences on medical education. (1) The surge in cases comes at a time when many [...]
2020 5th International Conference on Mechanical, Control and Computer Engineering (ICMCCE) ICMCCE Mechanical, Control and Computer Engineering (ICMCCE), 2020 5th International Conference on. :104-107 Dec, 2020
2020 5th International Conference on Mechanical, Control and Computer Engineering (ICMCCE) ICMCCE Mechanical, Control and Computer Engineering (ICMCCE), 2020 5th International Conference on. :1346-1349 Dec, 2020
2020 International Conference on Computers, Information Processing and Advanced Education (CIPAE) CIPAE Computers, Information Processing and Advanced Education (CIPAE), 2020 International Conference on. :280-285 Oct, 2020
Otto, Jackson, Williams, Waseem, Moran, Samuel, Ingram, Luke, and Strimel, Greg J.
Technology and Engineering Teacher. May-June, 2021, Vol. 80 Issue 8, p26, 7 p.
Technology application, Purdue University -- Technology application, and Students -- Technology application
Introduction This Engineering in Action article presents a socially relevant lesson designed to intentionally teach secondary students core engineering concepts related to the practices of Engineering Design and Quantitative Analysis [...]
Amin, Reshma, Pizzuti, Regina, Buchanan, Francine, and Rose, Louise
CMAJ: Canadian Medical Association Journal. April 26, 2021, Vol. 193 Issue 17, E607, 5 p.
Technology application, Telemedicine -- Methods, Artificial respiration -- Methods, Artificial respiration -- Technology application, Home care -- Methods, and Home care -- Technology application
The Long-Term In-Home Ventilator Engagement (LIVE) program is a new virtual care program, rolled out during the coronavirus disease 2019 (COVID-19) pandemic to enable specialized centres to provide virtual support [...]