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Raising Teachers Empowerment in Gamification Design of Adaptive Learning Systems: A Qualitative Research

ABSTRACT: Despite the positive outcomes obtained through the application of gamification in the technology-enhanced learning context, previous studies have also reported unexpected results concerning students’ engagement, learning outcomes, and motivation in gamified learning systems. To increase the chances of obtaining positive results in this context, this article proposes a “gamification analytics model for teachers”. In this model, teachers are allowed to define interaction goals, monitor students’ interaction with the system’ learning resources and the gamification elements, and adapt the gamification design through missions to motivate disengaged students to achieve the interaction goals defined. However, the gamification analytics model-based design concepts that will be implemented to support the learning process should be well-planned to teachers’ needs. Hence, one of the contributions of this paper is the validation of twenty design concepts based on the gamification analytics model for teachers by using the speed dating method. Our results suggest that teachers judged useful/relevant visualize students’ interaction with gamification elements such as missions, levels to help them understand the students’ status, but did not evaluate the visualization of the interaction of students with trophies relevant. Teachers also highly evaluated the creation of personalized missions for a student or a specific group as relevant to help demotivated students to engage and achieve the desired goals. Therefore, this study provides some relevant insights to guide the design and re-design of gamified adaptive learning systems.

SUBMITTER: Bittencourt I

PROVIDER: S-EPMC7334171 | biostudies-literature | 2020 Jun

REPOSITORIES: biostudies-literature

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Project description:ObjectiveThe Learning Health Systems Rehabilitation Research Network (LeaRRn), an NIH-funded rehabilitation research resource center, aims to advance the research capacity of learning health systems (LHSs) within the rehabilitation community. A needs assessment survey was administered to inform development of educational resources.MethodsThe online survey included 55 items addressing interest in and knowledge of 33 LHS research core competencies in 7 domains and additional items on respondent characteristics. Recruitment targeting rehabilitation researchers and health system collaborators was conducted by LeaRRn, LeaRRn health system partners, rehabilitation professional organizations, and research university program directors using email, listservs, and social media announcements.ResultsOf the 650 people who initiated the survey, 410 respondents constituted the study sample. Respondents indicated interest in LHS research and responded to at least 1 competency item and/or demographic question. Two-thirds of the study sample had doctoral research degrees, and one-third reported research as their profession. The most common clinical disciplines were physical therapy (38%), communication sciences and disorders (22%), and occupational therapy (10%). Across all 55 competency items, 95% of respondents expressed "a lot" or "some" interest in learning more, but only 19% reported "a lot" of knowledge. Respondents reported "a lot" of interest in a range of topics, including selecting outcome measures that are meaningful to patients (78%) and implementing research evidence in health systems (75%). "None" or "some" knowledge was reported most often in Systems Science areas such as understanding the interrelationships between financing, organization, delivery, and rehabilitation outcomes (93%) and assessing the extent to which research activities will improve the equity of health systems (93%).ConclusionResults from this large survey of the rehabilitation research community indicate strong interest in LHS research competencies and opportunities to advance skills and training.ImpactCompetencies where respondents indicated high interest and limited knowledge can inform development of LHS educational content that is most needed.

Project description:BackgroundThis study examines research knowledge infrastructures (RKIs) found in health systems. An RKI is defined as any instrument (i.e., programs, interventions, tools) implemented in order to facilitate access, dissemination, exchange, and/or use of evidence in healthcare organisations. Based on an environmental scan (17 key informant interviews) and scoping review (26 studies), we found support for a framework that we developed that outlines components that a health system can have in its RKI. The broad domains are climate for research use, research production, activities used to link research to action, and evaluation.The objective of the current study is to profile the RKI of three types of health system organisations--regional health authorities, primary care practices, and hospitals--in two Canadian provinces to determine the current mix of components these organisations have in their RKI, their experience with these components, and their views about future RKI initiatives.MethodsThis study will include semistructured telephone interviews with a purposive sample region of a senior management team member, library/resource centre manager, and a 'knowledge broker' in three regional health authorities, five or six purposively sampled hospitals, and five or six primary care practices in Ontario and Quebec, for a maximum of 71 interviewees. The interviews will explore (a) which RKI components have proven helpful, (b) barriers and facilitators in implementing RKI components, and (c) views about next steps in further development of RKIs.DiscussionThis is the first qualitative examination of potential RKI efforts that can increase the use of research evidence in health system decision making. We anticipate being able to identify broadly applicable insights about important next steps in building effective RKIs. Some of the identified RKI components may increase the use of research evidence by decision makers, which may then lead to more informed decisions.

Project description:Purpose: Men with prostate cancer often describe low levels of empowerment. eHealth interventions may represent useful tools to deliver care and education and to meet patients' needs within an empowerment framework. In order to design a platform for cancer patients' empowerment within the H2020 iManageCancer project, the perspective of the target population for the platform was assessed. The present study aims to assess the qualitative experience of prostate cancer patients during treatment in order to provide insights for clinical practice with a particular focus on the design of a web platform to promote cancer patients' empowerment. Methods: Ten patients undergoing radiation therapy treatment took part in a semi-structured interview to explore different aspects of patient empowerment. Four main thematic areas were addressed: patient-healthcare providers' communication, decision-making, needs, and resources. A qualitative approach using thematic analysis was followed. Results: Half of the patients reported little to no possibility to share information and questions with healthcare providers. With regards to decision-making, the role of healthcare providers was perceived as directive/informative, but half of the patients perceived to assume an active role in at least one interaction. Difficulties and needs included the choice of the specialist or of the structure after diagnosis, clinicians' support in self-management, surgical consequences, and side effects, preparation for radiation therapy. Resources included family and social support both from a practical and from an emotional perspective, coping style, and work schedule management. Conclusions: These results suggest that relations with healthcare providers should be supported, especially immediately after diagnosis and after surgery. Support to self-management after surgery and at the beginning of radiation therapy treatment also constitutes a priority. The adoption of a personalized approach from the beginning of prostate cancer care flow may promote patient empowerment, overcoming the aforementioned needs and mobilizing resources. The social network represents an important resource that could be integrated in interventions. These considerations will be taken into account in the design of a cancer self-management platform aiming to increase patients' empowerment.

Project description:BACKGROUND:There is an increasing interest in clinical prediction tools that can achieve high prediction accuracy and provide explanations of the factors leading to increased risk of adverse outcomes. However, approaches to explaining complex machine learning (ML) models are rarely informed by end-user needs and user evaluations of model interpretability are lacking in the healthcare domain. We used extended revisions of previously-published theoretical frameworks to propose a framework for the design of user-centered displays of explanations. This new framework served as the basis for qualitative inquiries and design review sessions with critical care nurses and physicians that informed the design of a user-centered explanation display for an ML-based prediction tool. METHODS:We used our framework to propose explanation displays for predictions from a pediatric intensive care unit (PICU) in-hospital mortality risk model. Proposed displays were based on a model-agnostic, instance-level explanation approach based on feature influence, as determined by Shapley values. Focus group sessions solicited critical care provider feedback on the proposed displays, which were then revised accordingly. RESULTS:The proposed displays were perceived as useful tools in assessing model predictions. However, specific explanation goals and information needs varied by clinical role and level of predictive modeling knowledge. Providers preferred explanation displays that required less information processing effort and could support the information needs of a variety of users. Providing supporting information to assist in interpretation was seen as critical for fostering provider understanding and acceptance of the predictions and explanations. The user-centered explanation display for the PICU in-hospital mortality risk model incorporated elements from the initial displays along with enhancements suggested by providers. CONCLUSIONS:We proposed a framework for the design of user-centered displays of explanations for ML models. We used the proposed framework to motivate the design of a user-centered display of an explanation for predictions from a PICU in-hospital mortality risk model. Positive feedback from focus group participants provides preliminary support for the use of model-agnostic, instance-level explanations of feature influence as an approach to understand ML model predictions in healthcare and advances the discussion on how to effectively communicate ML model information to healthcare providers.

Project description:The relationship between child health, wellbeing and education demonstrates that healthier and happier children achieve higher educational attainment. An engaging curriculum that facilitates children in achieving their academic potential has strong implications for educational outcomes, future employment prospects, and health and wellbeing during adulthood. Outdoor learning is a pedagogical approach used to enrich learning, enhance school engagement and improve pupil health and wellbeing. However, its non-traditional means of achieving curricular aims are not yet recognised beyond the early years by education inspectorates. This requires evidence into its acceptability from those at the forefront of delivery. This study aimed to explore headteachers', teachers' and pupils' views and experiences of an outdoor learning programme within the key stage two curriculum (ages 9-11) in South Wales, United Kingdom. We examine the process of implementation to offer case study evidence through 1:1 interviews with headteachers (n = 3) and teachers (n = 10) and focus groups with pupils aged 9-11 (n = 10) from three primary schools. Interviews and focus groups were conducted at baseline and six months into implementation. Schools introduced regular outdoor learning within the curriculum. This study found a variety of perceived benefits for pupils and schools. Pupils and teachers noticed improvements in pupils' engagement with learning, concentration and behaviour, as well as positive impacts on health and wellbeing and teachers' job satisfaction. Curriculum demands including testing and evidencing work were barriers to implementation, in addition to safety concerns, resources and teacher confidence. Participants supported outdoor learning as a curriculum-based programme for older primary school pupils. However, embedding outdoor learning within the curriculum requires education inspectorates to place higher value on this approach in achieving curricular aims, alongside greater acknowledgment of the wider benefits to children which current measurements do not capture.

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Raising Teachers Empowerment in Gamification Design of Adaptive Learning Systems: A Qualitative Research

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