1.
Ekanayake, Hiran B., et al.
(författare)
Affective Realism of Animated Films in the Development of Simulation-Based Tutoring Systems
2013
Ingår i: International Journal of Distance Education Technologies. - : IGI Global. - 1539-3100 .- 1539-3119. ; 11:2
Tidskriftsartikel (refereegranskat) abstract
This paper presents a study focused on comparing real actors based scenarios and animated characters based scenarios with respect to their similarity in evoking psychophysiological activity for certain events by measuring galvanic skin response (GSR). In the experiment, one group (n=11) watched the real actors’ film whereas another group (n=7) watched the animated film, which had the same story and dialogue as the real actors’ film. The results have shown that there is no significant difference in the skin conductance response (SCR) scores between the two groups; however, responses significantly differ when SCR amplitudes are taken into account. Moreover, Pearson’s correlation reported as high as over 80% correlation between the two groups’ SCRs for certain time intervals. The authors believe that this finding is of general importance for the domain of simulation-based tutoring systems in development of and decisions regarding use of animated characters based scenarios.
2.
Mårtensson, Pär, et al.
(författare)
Evaluating research : A multidisciplinary approach to assessing research practice and quality
2016
Ingår i: Research Policy. - : Elsevier BV. - 0048-7333 .- 1873-7625. ; 45:3, s. 593-603
Tidskriftsartikel (refereegranskat) abstract
There are few widely acknowledged quality standards for research practice, and few definitions of what constitutes good research. The overall aim was therefore to describe what constitutes research, and then to use this description to develop a model of research practice and to define concepts related to its quality. The primary objective was to explore such a model and to create a multidisciplinary understanding of the generic dimensions of the quality of research practice. Eight concept modelling working seminars were conducted. A graphic representation of concepts and their relationships was developed to bridge the gap between different disciplines. A concept model of research as a phenomenon was created, which included a total of 18 defined concepts and their relationships. In a second phase four main areas were distilled, describing research practice in a multidisciplinary context: Credible, Contributory, Communicable, and Conforming. Each of these was further specified in a concept hierarchy together with a defined terminology. A comprehensive quality model including 32 concepts, based on the four main areas, was developed for describing quality issues of research practice, where the model of research as a phenomenon was used to define the quality concepts. The quality model may be used for further development of elements, weights and operationalizations related to the quality of research practice in different academic fields. (C) 2015 The Authors. This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/).
3.
Mårtensson, Pär, et al.
(författare)
Managing Research Out of the Dark? Exploring Implications and Applications of an Objective Model for the Evaluation of Research Practice and Quality
2017
Ingår i: Rutgers Business Review. - : State University of New Jersey. - 2474-2376 .- 2474-6509. ; 2:3, s. 377-385
Tidskriftsartikel (refereegranskat) abstract
The quality of research is central to scientific organizations. But how to evaluate research practice and quality when managing research? There is not one standard for what “good research” is. In a recent study, we developed a model for evaluating research practice and quality and in this model, there are four core concepts: Credible, Contributory, Communicable, and Conforming. Based on these concepts a model including 32 sub-concepts was developed. The aim of this article is to explore implications and applications of the model using three fundamental perspectives of research management; the process, the organization, and the governance.
4.
Saqr, Mohammed, et al.
(författare)
How networking and social capital influence performance : the role of long-term ties
2021
Ingår i: Networks in the Global World V: Proceedings of NetGloW 2020. - Cham : Springer. - 9783030648770 - 9783030648763 ; , s. 335-346
Konferensbidrag (refereegranskat) abstract
Recently, students have become networked in many ways, and evidence is mounting that networking plays a significant role in how students learn, interact, and transfer information. Relationships could translate to opportunities; resources and support that help achieve the pursued goals and objectives. Although students exist, interact, and play different roles within social and information networks, networks have not received the due attention. This research aimed to study medical student’s friendship- and information exchange networks as well as assess the correlation between social capital and network position variables and the cumulative Grade Point Average (GPA) which is the average grade obtained over all the years. The relationships considered in our study are the long-term face-to-face and online ties that developed over the full duration of the study in the medical college. More specifically, we have studied face-to-face and information networks. Analysis of student’s networks included a combination of visual and social network analysis. The correlation with the performance was performed using resampling permutation correlation coefficient, linear regression, and 10-fold cross-validation of binary logistic regression. The results of correlation and linear regression tests demonstrated that student’s social capital was correlated with performance. The most significant factors were the power of close friends regarding connectedness and achievement scores. These findings were evident in the close friends’ network and the information network. The results of this study highlight the importance of social capital and networking ties in medical schools and the need to consider peer dynamics in class assignment and support services
5.
Saqr, Mohammed, et al.
(författare)
Temporality matters : A learning analytics study of the patterns of interactions and its relation to performance
2018
Ingår i: EDULEARN18. - : The International Academy of Technology, Education and Development. - 9788409027095 ; , s. 5386-5393
Konferensbidrag (refereegranskat) abstract
Although temporality is embodied in instructional design, implicitly present in several learning theories and central to the self-regulation of learning and awarding of credits, it has not received the due attention in the field education. This learning analytics study included four higher education courses in dental education over a full year duration. Temporality in terms of when students engage in learning was studied on daily, weekly, course, and year basis. The patterns of low and high achiever groups in each period were visually plotted and compared. Correlation with the performance was evaluated using the non-parametric Spearman correlation test using re-sampling permutation technique. The findings of this study highlight some important points; temporality is a defining factor of how students regulate their learning and should be taken into account when designing a possible monitoring system. High achievers were always active early in the year, in the course, and on assignments. Low achievers, on the other hand, tend to be significantly more active close to examination times. Using only temporality predictors, we were able to predict high achievers with 100% precision and low achievers with 82.3% to 93.3% class precision. Since early participation was the predictor, it means that an early alert indicator can be achieved that enables timely intervention.
6.
Öberg, Johanna
(författare)
Deltagandets förutsättningar och digitala resursers påverkan : - ur ett elev- och lärarperspektiv
2024
Doktorsavhandling (övrigt vetenskapligt/konstnärligt) abstract
Denna avhandling undersöker potentialen hos digitala resurser för att stödja elevers deltagande i formella lärmiljöer. Forskningsfrågningar är inriktade på att förstå användarperspektiv, förhållningssätt och krav som är relevanta för att möjliggöra elevers deltagande i skolan. Fyra deltagandebaserade studier undersöker ur ett sociokulturellt perspektiv elevers och lärares syn på teknikförstärkt lärandes roll för att underlätta de betydande interaktioner som främjar deltagande i lärandemiljöer. Elever uttrycker brist på digitala resurser som aktivt stödjer deras deltagande, som till stor del utgår ifrån användandet i deras privatliv. De betonar behovet av ökad användning av digitala resurser i informationshantering, social interaktion och i utbytet med undervisningsinnehåll. Lärare betonar vikten av att kunna ge aktuell och snabb feedback till eleverna via digitala plattformar. Lärarna understryker behovet av att visualisera elevernas resonemang samt kunna sammanställa och ha uppdaterade resultat på både individ- och gruppnivå. Båda lärarna och eleverna identifierar potentialen hos digitala resurser för att öka elevernas deltagande. Det råder enighet om nödvändigheten av att utveckla flexibla digitala resurser som kan hantera informationsflöden och tillhandahålla gemensamma utrymmen för interaktion och samarbete. Resultat från studierna indikerar att lärare och elever har olika uppfattningar om hur mycket digitala resurser används för att stödja elevdeltagandet. Denna slutsats anses grundad i skillnaden mellan elevers och lärares perspektiv på innebörden av elevdeltagande, samt vilka förutsättningar av användningen av digitala resurser som det utgås ifrån (det hemmet erbjuder eller det skolan kan erbjuda). Det sociokulturella perspektivet betonar att lärande underlättas och stärks av ett meningsfullt socialt deltagande, vilket behöver relateras till den pågående utvecklingen av lärmiljöer i det snabbt föränderliga digitala landskapet. Avhandlingen presenterar principer för effektiv användning av teknik med fokus på tillgänglighet, anpassningsförmåga till individuella lärstilar och att stärka en gemensam känsla av bidrag och tillhörighet. Dessa principer, som härrör från lärarnas erfarenheter, tros stödja lärares pedagogiska praktiker i målet att öka elevernas deltagande i lärandeprocessen.
7.
Arborelius, Lotta, et al.
(författare)
A new interactive computer simulation system for violence risk assessment of mentally disordered violent offenders
2013
Ingår i: CBMH. Criminal behaviour and mental health. - : Wiley. - 0957-9664 .- 1471-2857. ; 23:1, s. 30-40
Tidskriftsartikel (refereegranskat) abstract
Background Assessment of risk of future violence has developed from reliance on static indicators towards a more dynamic approach. In the latter context, however, the offender is seldom confronted with real life situations. Aims The aim of this study is to evaluate a computer-based system Reactions on Display, which presents human interactions based on real-life situations for its effectiveness in distinguishing between potentially violent offenders with mental disorder and a healthy comparison group. Methods Male offenders with autism spectrum disorders or psychosis were recruited from specialist forensic psychiatric units in Sweden and healthy participants from the local communities. Each consenting participant was presented with film clips of a man in neutral and violent situations, which at critical moments stopped the story to ask him to predict the thoughts, feelings and actions of the actor. Results Offender patients, irrespective of diagnosis, detected fewer emotional reactions in the actor in the non-violent sequence compared with controls. When asked to choose one of four violent actions, the offender patients chose more violent actions than did the controls. They also reported fewer physical reactions in the actors when actors were being violent. There were also some examples of incongruent or deviant responses by some individual patients. Conclusions and implications for practice The use of interactive computer simulation techniques is not only generally acceptable to offender patients, but it also helps to differentiate their current response style to particular circumstances from that of healthy controls in a way that does not rely on their verbal abilities and may tap more effectively into their emotional reactions than standard verbal questions and answer approaches. This may pave the way for Reactions on Display providing a useful complement to traditional risk assessment, and a training route with respect to learning more empathic responding, thus having a role in aiding risk management.
8.
Lund, Bodil, et al.
(författare)
Student perception of two different simulation techniques in oral and maxillofacial surgery undergraduate training
2011
Ingår i: BMC Medical Education. - London : Springer Science and Business Media LLC. - 1472-6920. ; 11, s. 82-
Tidskriftsartikel (refereegranskat) abstract
Background: Yearly surveys among the undergraduate students in oral and maxillofacial surgery at Karolinska Institutet have conveyed a wish for increased clinical training, and in particular, in surgical removal of mandibular third molars. Due to lack of resources, this kind of clinical supervision has so far not been possible to implement. One possible solution to this problem might be to introduce simulation into the curriculum. The purpose of this study was to investigate undergraduate students' perception of two different simulation methods for practicing clinical reasoning skills and technical skills in oral and maxillofacial surgery. Methods: Forty-seven students participating in the oral and maxillofacial surgery course at Karolinska Institutet during their final year were included. Three different oral surgery patient cases were created in a Virtual Patient (VP) Simulation system (Web-SP) and used for training clinical reasoning. A mandibular third molar surgery simulator with tactile feedback, providing hands on training in the bone removal and tooth sectioning in third molar surgery, was also tested. A seminar was performed using the combination of these two simulators where students' perception of the two different simulation methods was assessed by means of a questionnaire. Results: The response rate was 91.5% (43/47). The students were positive to the VP cases, although they rated their possible improvement of clinical reasoning skills as moderate. The students' perception of improved technical skills after training in the mandibular third molar surgery simulator was rated high. The majority of the students agreed that both simulation techniques should be included in the curriculum and strongly agreed that it was a good idea to use the two simulators in concert. The importance of feedback from the senior experts during simulator training was emphasised. Conclusions: The two tested simulation methods were well accepted and most students agreed that the future curriculum would benefit from permanent inclusion of these exercises, especially when used in combination. The results also stress the importance of teaching technical skills and clinical reasoning in concert.
9.
10.
