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- de Wijse-van Heeswijk, Marieke, et al.
(författare)
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Case Study Report on Facilitation Interventions to Increase Learning Effectiveness in Game Simulations
- 2023. - 1
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Ingår i: Simulation for Participatory Education. - Cham : Springer. - 9783031210105 - 9783031210112 ; , s. 87-114
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Bokkapitel (refereegranskat)abstract
- Two extreme case studies are highlighted in this follow-up chapter (this is a practical case study following up on Chap. 4 with a theoretical base) on how facilitators can enhance learning via interventions. Case study 1 consists of a positive open simulation game (learning results and goals achieved), containing optimized conditions for learning and several facilitated interventions per game phase. The open simulation game case study delivered learning early on in the gameplay and resulted in mainly third-order learning (learning to learn, a well-developed role perspective on how one can add value from their role). Case study 2 consists of a negative rule-based simulation game (goals were not achieved, few learnings) with diminished learning conditions and the lack of impact of facilitated interventions per game phase. The learning results of the negative case study 2 were limited because participants did not perceive the game as useful and experienced the mainly content-oriented interventions by the facilitator not as helpful. The extraneous cognitive load resulting from the gameplay disturbed the effect of the process interventions by the facilitator, so participants did not learn from the guidance the facilitator tried to provide. Discussing these two opposite extreme case studies provides an overview of what conditions favour learning and what interventions contribute to learning. In the previous chapter, it was highlighted that facilitators can enhance learning complexity reduction (or attenuation) and skill enlargement (amplification). In the case studies, the types of interventions performed are highlighted and explained so they provide two contextualized examples of how interventions added or left out have effect on learning combined with the internal conditions of the rule-based and the open simulation game.
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| 2. |
- Lenart-Bugla, Marta, et al.
(författare)
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What Do We Know about Social and Non-Social Factors Influencing the Pathway from Cognitive Health to Dementia? A Systematic Review of Reviews
- 2022
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Ingår i: Brain Sciences. - : MDPI AG. - 2076-3425. ; 12:9
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Forskningsöversikt (refereegranskat)abstract
- The heterogeneous and multi-factorial nature of dementia requires the consideration of all health aspects when predicting the risk of its development and planning strategies for its prevention. This systematic review of reviews provides a comprehensive synthesis of those factors associated with cognition in the context of dementia, identifying the role of social aspects and evidencing knowledge gaps in this area of research. Systematic reviews and meta-analyses from 2009–2021 were searched for within Medline, PsycINFO, CINAHL Complete, Cochrane, and Epistemonikos. Reviewers independently screened, reviewed, and assessed the records, following the PRISMA-2020 guidelines. From 314 included studies, 624 cognitive-related factors were identified, most of them risk factors (61.2%), mainly belonging to the group of ‘somatic comorbidities’ (cardiovascular disease and diabetes) and ‘genetic predispositions’. The protective factors (20%) were mainly related to lifestyle, pointing to the Mediterranean diet, regular physical activity, and cognitively stimulating activities. Social factors constituted 9.6% of all identified factors. Research on biological and medical factors dominates the reviewed literature. Greater social support and frequent contact may confer some protection against cognitive decline and dementia by delaying its onset or reducing the overall risk; however, overall, our findings are inconsistent. Further research is needed in the fields of lifestyle, psychology, social health, and the protective factors against cognitive decline and dementia.
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