Differences In Knowledge Acquisition Research Articles

Knowledge Acquisition Based on Participant Role Assignment in a High-Fidelity Simulation.

Participant roles can vary with simulation. Some roles involve providing direct care during the simulation, whereas other roles involve observing the simulation either in the simulation environment or in another room with audiovisual capabilities. To determine whether learning outcomes are comparable for students regardless of role played in a simulation. A quasi-experimental design was used to determine whether knowledge acquisition was influenced by role assignment (primary or secondary nurse, family member, or observer) when participating in a high-fidelity simulation among 267 study participants. There was a statistically significant increase in the mean score for knowledge acquisition for all participants ( P < .001). There was no difference in knowledge acquisition based on the role assignment in the simulation ( F = 0.28, P = .84). Knowledge acquisition is possible regardless of the role played in a high-fidelity simulation.

Pairing Leadership and Andragogical Framework for Maximized Knowledge and Skill Acquisition

Is andragogy the elixir for organizational instability? Organizational survival in the post-pandemic world means navigating through the great resignation and ensuing labor market shortage to find the most efficient manners in which to conduct business. Perhaps in a nod to the evolution of the virus, only those organizations that have evolved will survive the onslaught of stressors. Many organizational leaders are looking to their existing workforces for solutions. Organizations with a strategic approach towards training and development appreciate the return on investment such programs may provide if the training is effective in expanding the employee skillsets. The leadership of this mindset is guardedly optimistic. To ensure training and development program success, leadership must understand adult learners acquire information differently than children. This article examines differences in knowledge acquisition between children and adults. It delves into the constructs associated with andragogy including theories associated with self-directed learning and enhanced self-concepts.

Evaluating the Effectiveness of Interactive Virtual Patients for Medical Education in Zambia: Randomized Controlled Trial.

Zambia is facing a severe shortage of health care workers, particularly in rural areas. Innovative educational programs and infrastructure have been established to bridge this gap; however, they encounter substantial challenges because of constraints in physical and human resources. In response to these shortcomings, strategies such as web-based and blended learning approaches have been implemented, using virtual patients (VPs) as a means to promote interactive learning at the Levy Mwanawasa Medical University (LMMU) in Zambia. This study aimed to evaluate the students' knowledge acquisition and acceptance of 2 VP medical topics as a learning tool on a Zambian higher education e-learning platform. Using a mixed methods design, we assessed knowledge acquisition using pre- and posttests. In a randomized controlled trial setting, students were assigned (1:1) to 2 medical topics (topic 1: appendicitis and topic 2: severe acute malnutrition) and then to 4 different learning tools within their respective exposure groups: VPs, textbook content, preselected e-learning materials, and self-guided internet materials. Acceptance was evaluated using a 15-item questionnaire with a 5-point Likert scale. A total of 63 third- and fourth-year Bachelor of Science clinical science students participated in the study. In the severe acute malnutrition-focused group, participants demonstrated a significant increase in knowledge within the textbook group (P=.01) and the VP group (P=.01). No substantial knowledge gain was observed in the e-learning group or the self-guided internet group. For the appendicitis-focused group, no statistically significant difference in knowledge acquisition was detected among the 4 intervention groups (P=.62). The acceptance of learning materials exhibited no substantial difference between the VP medical topics and other learning materials. In the context of LMMU, our study found that VPs were well accepted and noninferior to traditional teaching methods. VPs have the potential to serve as an engaging learning resource and can be integrated into blended learning approaches at LMMU. However, further research is required to investigate the long-term knowledge gain and the acceptance and effectiveness of VPs in medical education. Pan African Clinical Trials Registry (PACTR) PACTR202211594568574; https://pactr.samrc.ac.za/TrialDisplay.aspx?TrialID=20413.

Comparison of distance education and in-person education in procedural sedation and analgesia: A randomized controlled trial

Background: Despite the increasing demand for procedural sedation and analgesia training, the number of available instructors remains limited. Objective: The aim of this study is to compare distance education with in-person learning for knowledge acquisition and participant satisfaction in procedural sedation and analgesia education. Methods: We conducted a randomized controlled trial comparing distance education with in-person learning in Japan on three occasions. Twenty participants per course were randomly divided into five groups with stratification by year of graduation. The groups were randomized to either a distance education group or an in-person group. We conducted pre- and post-testing of procedural sedation and analgesia knowledge and surveyed participants’ perceptions by using a scale ranging from 0 (not enough) to 100 (enough). Our primary outcomes were knowledge acquisition and the quality of discussion. Results: We included 48 healthcare professionals in the analysis. Forty-one participants (83.6%) were men and the median years of experience was 5 (interquartile range: 3–9). Both groups had similar knowledge acquisition with the pre-test and post-test score difference and reported similar scores on the quality of discussion with the exception of the clarity of audio quality (93 vs 100, p = 0.017). Conclusion: In a randomized trial of distance versus in-person learning for the sedation course, we did not observe statistically significant differences in knowledge acquisition and participant satisfaction between the two groups except for audio quality for the case discussion. Further efforts to improve quality for distance learning in procedural sedation and analgesia education are needed.

Virtual reality in education: The impact of high-fidelity nonverbal cues on the learning experience

Integrating variant Information and Communication Technologies (ICTs) into the learning process provides students and teachers alike with specialized tools which eliminate the distance between them and create a classroom-like experience. Virtual Reality (VR) is bound to not only match the qualities of interpersonal communication for distance-learning but reconfigure the learning process altogether, providing students and teachers with novel hyper-tools and methods for presentation and interaction. Virtual Reality Learning Environments (VRLEs) are already being designed, developed, and tested out as an educational tool. Among the less investigated aspects of VRLEs is the impact of avatars and characters Nonverbal Cues (NVCs) on the students' learning experience. This study presents the development of a prototype which uses off-the-shelf technologies commonly used in Social Virtual Reality (SVR) platforms to capture a real professor's body motion and gaze, along with his facial expressions, in real-time, during the delivery of a real lecture. The recorded data are later solved onto a high-fidelity avatar delivering the same lecture in a VRLE. A between-groups study including ninety-six (96) participants, all university students, revealed no correlation between the professor's avatar NVCs fidelity and perceived usability, realism, usefulness, and social presence, and no differences in knowledge acquisition as well.

On Learning How to Program via an Interactive eBook with Adaptive Parsons Problems

Traditional computer programming practice, such as writing pseudocode, code tracing, and code writing, can be arduous, time-intensive, and frustrating. But adaptive Parsons problems, which require learners to place mixed-up code blocks in the correct order, are designed to support learners’ individual differences in knowledge acquisition, reduce extraneous cognitive load, and improve affect while learning how to program. These problems modify the difficulty of the current or next problem based on a learner's prior performance and help-seeking behavior. Adaptive Parsons problems are a more interactive way to learn stereotypical solutions to programming problems. Hence, they can help novice programmers build up the kind of mental library of solutions experts have at their disposal when writing code from scratch to solve any number of critical problems related to computing.

A pediatric seizure management virtual reality simulator for nursing students: A quasi-experimental design

BackgroundSeizures are a common neurologic disorder observed in children. A virtual reality (VR) simulator trains nursing students to understand and respond to pediatric seizures. ObjectivesThe aim of this study was to examine knowledge acquisition and acceptance of a pediatric seizure management VR simulator. DesignA quasi-experimental design was used to study the effectiveness of VR in nursing education. ParticipantsTwo out of nine possible third-year Pediatric Nursing classes were assigned by the office of academic affairs. A total of 105 students participated. The two classes were randomly allocated into the intervention (n = 53) and control (n = 52) groups. MethodsThe intervention group was taught using a pediatric seizure management simulator; the control group was taught by in-person lecture. The Seizure Management Knowledge Test was administered to all participants before each group underwent their VR simulator and lecture respectively. The Pediatric Seizure Management Virtual Reality Acceptance Questionnaire and the Virtual Reality Sickness Questionnaire were given to participants in the intervention group. Independent t-tests and chi-square tests were used to test differences in knowledge acquisition between the two groups. ResultsThe posttest knowledge score in the intervention group was significantly higher than that in the control group (t = 5.05, p < .001). The intervention group had a mean cybersickness score of 18.17 of 100. The average score of the acceptance questionnaire for perceived usefulness was 3.26 of 4; ease of use was 3.09 of 4; attitude toward use was 3.26 of 4; and willingness to use was 3.32 of 4. Over 90 % of participants expressed willingness to use the VR simulator. ConclusionsThe newly developed pediatric seizure management VR simulator is acceptable and worthwhile for training nursing students to develop their skills and professionalism. Follow-up research is needed to evaluate the long-term effect of VR education in nursing practice.

Acquiring, Applying and Retaining Knowledge Through Debriefing for Meaningful Learning

AbstractAcquiring, Retaining and Applying Knowledge Through Use of Debriefing for Meaningful Learning (DML). BackgroundDeveloping competence in nursing care is a critical expectation of nursing students. Knowledge acquisition, application and retention are the primary building blocks of competence. DML debriefing offers an opportunity to ensure that students master critical components of nursing they might not otherwise learn and to remove epistemological roadblocks to knowledge development. MethodsEighty-two traditional prelicensure baccalaureate nursing students from a single school participated in the study. This quasi-experimental pretest, posttest study explored the impact of the use of Debriefing for Meaningful Learning compared with customary debriefing on the development of knowledge about care of the patient with a neurologic condition and knowledge retention 4 weeks later. ResultsThere was a significant difference in knowledge acquisition, knowledge retention, with DML compared to customary debriefing. ConclusionsThese findings are significant for nurse educators using simulation to potentiate clinical competence in prelicensure students and add to the growing evidence regarding the impact of debriefing.

Comparing Web-Based and In-Person Educational Workshops for Canadian Occupational Therapists and Understanding Their Learning Experiences: Mixed Methods Study.

BackgroundThe Do-Live-Well (DLW) framework is an occupation-focused health promotion approach. Occupational therapists (OTs) have been interested in training opportunities regarding this framework. Traditionally, in-person continuing educational interventions are the main way that OTs obtain knowledge, but web-based learning has become popular among health care professionals. However, its effectiveness and learners’ experience in web-based learning have not been well-studied in occupational therapy education.ObjectiveThis study aims to evaluate the effectiveness of the web-based and in-person educational DLW workshops for Canadian OTs and to understand their experiences in both workshop types.MethodsAn explanatory sequential mixed methods study design was used, where quantitative data were collected first, then qualitative data were used to explain the quantitative findings. A quasi-experimental design and interpretative description methodology were used in the quantitative and qualitative phases, respectively.ResultsQuantitative results were as follows: a total of 43 OTs completed pre-, post-, and follow-up evaluations (in-person group: 21/43, 49%; web-based group: 22/43, 51%). Practice settings of the participants varied, including geriatric, hospital, long-term, mental health, pediatric, and primary settings. The primary outcome was as follows: there were no statistically significant differences in knowledge changes at the 3 time points (P=.57 to P=.99) between the groups. In the web-based group, the knowledge scores at follow-up were lower compared with the posttest results, meaning that knowledge gain was reduced over time (P=.001). The secondary outcomes were as follows: there were statistically significant differences between the groups in factors influencing DLW adoption at posttest (P=.001) and in satisfaction with the workshop (P<.001) at posttest in favor of the in-person group. Qualitative results were as follows: a total of 18 OTs (9/18, 50% from each group) participated in an individual interview. Five themes were identified regarding learners’ workshop experiences: relevance to their practices and interests may improve learning, a familiar learning environment may facilitate learning, synchronous in-person interaction is valuable in the learning process, ease of access to learning should be considered, and flexibility in web-based learning can be both beneficial and challenging.ConclusionsThe quantitative results of this study reported no difference in knowledge acquisition between the in-person and web-based groups, indicating that web-based education is as effective as in-person workshops. However, participants’ satisfaction with the workshop was statistically significantly higher for the in-person workshop. The qualitative findings described the participants’ perceived benefits and challenges of each educational format. The participants in both the web-based and in-person workshop groups valued in-person interactions in learning, but the participants in the web-based workshop group expressed web-based learning lacked in-person-like interactions. Thus, adding synchronous in-person interactions to web-based learning may improve learners’ educational experiences in web-based occupational therapy and continuing education.

지체장애인 볼링동호인의 영양보조물 섭취실태와 도핑인식에 관한 연구

This study is to conduct a study on the intake of nutritional supplements and doping awareness of bowling enthusiasts with physical disabilities. The subject of the study was a questionnaire for 649 bowling enthusiasts with physical disabilities belonging to the Korea Bowling Association for the Disabled, according to the purpose of the study, and after collection, the data that the answers were judged to be inadequate or unreliable were analyzed through a preliminary search. Excluded from the subject, data that can be analyzed were coded, and frequency analysis, cross-analysis (x²), and multiple response analysis were performed using the SPSS 23.0 statistical program. Got it. <BR> First, there was no significant difference in intake experience, which is a sub-factor of intake type according to the population background variable.<BR> Second, there was no significant difference in the reason for intake, a sub-factor of the intake type, according to the population background variable.<BR> Third, there was no significant difference in intake motivation, a sub-factor of intake type, according to demographic background variables.<BR> Fourth, there was no significant difference in doping education experience, a sub-factor of the doping perception survey according to demographic background variables.<BR> Fifth, there was no significant difference in the difference in doping items, which is a sub-factor of the doping recognition survey according to demographic background variables.<BR> Sixth, the difference in knowledge acquisition about doping items, which is a sub-factor of the doping recognition survey according to demographic variables, is a result of knowledge acquisition about doping items according to gender (x²=12.338, p<.01). There is a significant difference. Appeared. However, there was no significant difference in grade, career, sport, and winning career.

Socially distanced, virtually connected: Faculty and resident perceptions of virtual didactics.

During the COVID-19 pandemic, emergency medicine (EM) residency programs have transitioned from traditional in-person to virtual synchronous didactics to comply with social distancing guidelines. This study explores the perceptions of EM residents and faculty regarding this new virtual format. This was a multicenter, cross-sectional study at five EM residencies using a mixed-methods approach to investigate resident and faculty perceptions of virtual didactics. Institutions selected reflect different program lengths and geographic locations. Quantitative data measured on a Likert scale were summarized as percentages. Differences were calculated using Welch's t-test and chi-square, where p<0.05 was significant. Open-ended responses were analyzed qualitatively. Our response rate was 64% (n=141) for residents and 48% (n=108) for faculty. Fifty-one percent of faculty and 54% of residents felt that they were more likely to attend virtually than in person. Among residents, 77% felt that they were more likely to attend virtual conferences during vacation or elective rotations. Perceived retention of information from virtual sessions was perceived to be the same or better for 69% of residents and 58% of faculty. Residents felt that they paid more attention in the virtual format (29% vs. 26%, p=0.037). Both groups missed the social interactions of in-person conference (86% of faculty, 75% of residents). Respondents from both groups felt that < 20% of total didactic time should remain virtual once social distancing recommendations are lifted. Qualitative analysis revealed recommendations from residents and faculty to optimize lecture style and interactivity. Decreased commute time and ability to multitask at home increased wellness for both groups. While benefits of virtual didactics were acknowledged, residents and faculty missed the social interaction of in-person conference and preferred < 20% of future didactics to be virtual. Further research should assess the difference in knowledge acquisition and retention between conference models.

Helping Mothers Survive: Program Evaluation and Early Outcomes of Maternal Care Training in the Dominican Republic.

Introduction: In 2017, approximately 295,000 women died during and immediately following pregnancy and childbirth worldwide, with 94% of these deaths occurring in low-resource settings. The Dominican Republic (DR) exhibits one of the highest maternal mortality ratios in the region of Latin America and the Caribbean despite the fact that 99% of registered births in the country are reportedly attended by a skilled birth attendant. This paradox implies that programs to support healthcare worker knowledge and skills improvement are vital to improving maternal health outcomes in the DR. Helping Mothers Survive (HMS) is a provider training program developed by Jhpiego and global partners. The goal of HMS is to combat maternal mortality by contributing to quality improvement efforts that reinforce maternal health skills of local healthcare workers.Methods: An international, multisectoral group of stakeholders collaborated in the implementation of two HMS curricula, Bleeding After Birth (BAB) and pre-eclampsia & eclampsia (PE&E). Demographic information as well as pre- and post-training knowledge scores were recorded for each participant. Knowledge score improvement was assessed in order to support effectiveness of the program on knowledge acquisition of healthcare workers.Results: Three hundred and twenty healthcare workers participated in the HMS training workshops between October 2016–August 2020. Of the 320 participants, 132 were trained as master trainers. The majority of participants identified as attending physicians, followed by residents/interns, nurses, students, and “other.” A significant improvement in knowledge scores was observed for both the BAB and PE&E curricula, with a 21.24 and 30.25% change in average score (pre- to post-test), respectively. In response to COVID-19 pandemic restrictions, flexibility of the local team led to a PE&E virtual training pilot workshop in August 2020.Discussion/Conclusions: Simulation-based training improved the knowledge levels of healthcare workers for both HMS curricula. These results suggest that simulation-based workshops have an impact on knowledge acquisition and skills of healthcare workers immediately following training. For the PE&E curriculum, no significant difference in knowledge acquisition was observed between in-person and virtual training sessions. The ongoing pandemic poses challenges to program implementation; however, these preliminary results provide evidence that conducting virtual workshops may be a viable alternative to in-person training.

Pilot of an Adaptive Learning Platform in a Graduate Nursing Education Pathophysiology Course.

Adaptive learning (AL) platforms deliver content personalized to students on the basis of prior knowledge, adjusting content delivery based on individual preferences and differences in knowledge acquisition. This project compared a course developed in an AL platform with one in a traditional learning management system (LMS) only. This pilot of an adaptive graduate nurse educator pathophysiology course was a randomized control group experimental study. Data from Fall 2018 and Spring 2019 semesters showed 86% of the participants (n = 21) strongly agreed that they learned better using an AL platform. All of the participants (N = 23) reported increased course engagement, and 86% (n = 21) reported they would like to take a course using this platform again. This pilot demonstrated a potentially effective way to support students' learning. Students perceived greater engagement with content, reported more effective learning, and expressed interest in taking a course in an AL platform again. [J Nurs Educ. 2020;59(6):327-330.].

Virtual versus traditional classroom on facial traumatology learning: Evaluation of medical student's knowledge acquisition and satisfaction

IntroductionThe high rate of absenteeism in the courses led us to offer virtual classrooms to better meet the expectations of students who may have geographical constraints. The objectives of this study were: to compare student's knowledge acquisition and satisfaction between virtual and traditional face-to-face classroom and to determine potential factors that may correlate with the level of knowledge acquisition following both type of courses. MethodsOur study included fifth-year medical students attending the course of facial traumatology, who voluntarily participated either in virtual or traditional classroom. Students’ knowledge acquisition was evaluated through a multiple-choice questions test. A second questionnaire aimed to determine factors potentially correlated with students’ knowledge acquisition and to evaluate their satisfaction. Results of questionnaire no 1 were compared between virtual and traditional classroom. Additionally, a correlation study was performed between the results of questionnaire no 1 and the factors listed in questionnaire no 2. ResultsOne hundred thirty-six students participated to the course (virtual: 64, traditional: 72). Knowledge acquisition and concentration level didn’t significantly differ between the two groups. Knowledge acquisition was positively correlated with the intensity of study of the course topic prior to the class only in traditional classroom (P<10−2). The main listed advantage of the virtual classroom was its flexibility particularly for students with geographical constraints (15/28). ConclusionConsidering there is no noticeable difference in knowledge acquisition between virtual and traditional classroom, we will continue virtual classroom in parallel with traditional classroom and extend it to the other courses of our field.

Taking CBL to the Lecture Hall: a Comparison of Outcomes Between Traditional Small Group CBL and a Novel Large Group Team-Based CBL Teaching Method.

Case-based learning (CBL), an important component of medical school curricula, is an effective inquiry-based teaching method associated with high levels of student and teacher satisfaction. However, because traditional CBL requires small groups, its feasibility is limited by faculty and resources. We developed and tested a novel team-based CBL (TB-CBL) method to be implemented in the lecture hall. All second-year students at our institution (n = 121) were randomized to either traditional small group CBL or TB-CBL during the Endocrine block and to the other modality during the Renal block. All students were exposed to both methods. Case content was identical, and sessions were run concurrently. This cross-over, non-inferiority study tested the hypothesis that no difference in knowledge acquisition, clinical reasoning, or student satisfaction would be detected between groups. Based on student performance on case-relevant exam questions, no difference in knowledge acquisition was seen between groups for either block (p = 0.62 Endocrine, p = 0.38 Renal). There was also no difference in overall final exam performance between groups (p = 0.56 Endocrine, p = 0.26 Renal). Case-relevant script concordance testing revealed no difference in clinical reasoning skills between groups (p = 0.87 Endocrine, p = 0.17 Renal). Satisfaction was higher for the TB-CBL format (p = 0.005). Cost analysis revealed that each small group CBL session costs $2654, while each TB-CBL session costs approximately $221. TB-CBL, a novel case-based teaching method, appears to produce similar learner outcomes and higher student satisfaction when compared with small group CBL. TB-CBL may be used to supplement case-based curricula while optimizing resource allocation.

Heterogeneities in energy technological learning: Evidence from the U.S. electricity industry

While the role of organizational learning in improving firm performance is well documented, there are still questions on what drives technological learning. This is evident in the electricity industry where the growth of renewable energy technologies has been pervasive. Vicarious learning contributes to the adoption of emerging technologies through successful inter-firm knowledge sharing and transfer. However, there is hesitation to adoption that characterizes vicarious learning especially in the context of intra-firm learning. This paper investigates the differences in knowledge acquisition within and across electricity firms in the U.S. The learning curve model is applied to a longitudinal study of 5573 plants belonging to 1542 U.S. electricity firms between 1998 and 2010. This study finds: (i) The capacity growth of the solar photovoltaic technology is positively associated with intra-firm knowledge acquisition; (ii) The effect of financial incentives on the adoption of solar and wind technologies is higher under inter-firm learning; (iii) The higher the stringency of policy mandates, the more varied is the progress on technological change across technologies; (iv) Knowledge sharing between firms are higher for wind technology than for solar technology. These findings combine to show disparities in the learning trends of technologies across and within firms’ boundaries.

Video delivery of toxicology educational content versus textbook for asynchronous learning, using acetaminophen overdose as a topic

Objectives: Advances in technology have brought with them innovations in delivery of medical educational content; for example, audio and video podcasts, flipped classroom learning, and e-books. These new modalities may be useful for delivery of content asynchronously, as an adjunct to traditional lecture-based and bedside clinical teaching. Here, we measured the differences in knowledge acquisition between medical students using a video-based content delivery method and students using a traditional method of asynchronous content delivery (a textbook chapter). We also measured student preferences regarding asynchronous content delivery.Methods: A 4.5-minute educational video was created by a content expert using VideoScribe software. Acetaminophen toxicity was selected as the sample topic. Survey Monkey software was used to create a pre-test, post-test, and to gather data regarding student preferences. Students were given the pre-test, then they were randomized to either read a chapter on acetaminophen overdose from an emergency medicine reference text or to view the video; they were then given the post-test and the preferences survey. The results were then categorized and analysed using descriptive statistics and linear regression.Results: Sixty-nine student responses were initiated, 14 of whom did not complete the full survey, leaving 55 students who were included in the final analysis. Fifteen first year, 27 second-year, 8 third-year, and 5 fourth-year students participated. Twenty-eight students were randomized to reading the textbook chapter, and 31 were randomized to view the video; 4 students in the textbook group did not finish the educational activity. On average, students who took the video training correctly answered 1.1 (95% CI: 0.1–2.2, p = .03) more questions correctly after adjusting for pretest score and year in medical school than those who read the textbook chapter. A preference for watching a video over reading a textbook chapter was expressed by 78.4% of students, while 98% of students either agreed or strongly agreed with the statement that they would be comfortable using the internet to learn new concepts. No students reported that they were very satisfied and 57% of students reported being satisfied reading the textbook chapter, while 93.3% were either satisfied or very satisfied viewing the video.Conclusions: Video delivery of educational content was associated with higher student satisfaction and relative improvement in score compared to textbook. Students overall expressed comfort using the internet and new technology to obtain new medical education. The authors were involved with creation of the video and quiz, which may confound results. Future exploration into retention of knowledge could be warranted.

Do Game Designers’ Decisions Related to Visual Activities Affect Knowledge Acquisition in Cultural Heritage Games? An Evaluation From a Human Cognitive Processing Perspective

In the cultural heritage domain, games have been used to engage users into an active state of learning through immersive and playful interactions that include visually enriched interaction contexts. There is evidence that individual differences in the inherent way people search, process, analyze, comprehend, store, and retrieve visual information in their surrounding environment are reflected in their performance, experience, effectiveness, and efficiency in such environments. Despite the fact that cultural heritage game designers favor learning experiences in such contexts, current design and evaluation practices of cultural heritage games barely consider the gamers’ individual differences in visual information processing. This can be attributed to a deficiency in understanding and modeling the effects among users’ visual behavior, gameplay behavior, and cognitive styles in cultural heritage games toward knowledge acquisition, resulting in insufficient methods of creating cognition-centered user models and considering such human cognitive factors practically, within current state-of-the-art design and evaluation approaches. To address this gap, we selected three known cultural heritage games, adopted a credible cognitive style theory, and performed, over a 6-month period, three separate evaluation user studies ( N =127) following a between-subject, eye-tracking based, experimental design. The results of the evaluation studies revealed that game designers’ decisions, related to visual search, unintentionally favored users with specific cognitive characteristics by influencing their visual and consequently gameplay behavior, resulting in differences in knowledge acquisition. The results of the evaluation studies also revealed correlation effects during gameplay among individual differences in visual information processing, users’ visual behavior strategies, and gameplay behavior. The findings necessitate the consideration of cognitive characteristics as evaluation and design factors when delivering cultural heritage activities that are based on visual search tasks. Their consideration will help us better understand and explain the different information processing approaches in cultural heritage contexts and will drive the design of adaptive mechanisms for delivering personalized cultural heritage activities, tailored to the users’ unique cognitive characteristics.

A Randomized Comparative Trial of the Knowledge Retention and Usage Conditions in Undergraduate Medical Students Using Podcasts and Blog Posts

IntroductionPodcasts and blog posts have gained popularity in Free Open Access Medical education (FOAM). Previous work suggests that podcasts may be useful for knowledge acquisition in undergraduate medical education. However, there remains a paucity of research comparing the two mediums. This study aims to investigate if there are differences in knowledge acquisition and usage conditions by medical students using podcasts and blog posts.MethodsMedical students were randomized to either the podcast or blog post group. They completed an initial online assessment of their baseline knowledge on the subject matter. Participants then received access to learning materials and were given four weeks to complete the follow-up assessment on their own time. Independent t-test, paired samples t-test, and a mixed ANOVA (analysis of variance) were conducted to assess knowledge acquisition. An intention-to-teach analysis was used to impute missing data from students lost to follow-up. Simple descriptive statistical data was used to describe media usage conditions.ResultsCompletion of at least one follow-up assessment was comparable (68% podcasts (n = 21/31), 73% blog posts (n = 22/30)). Both groups showed significant improvements in their test scores, with an average 22% improvement for the podcast group and 29% for the blog post group. There was no significant statistical difference in knowledge acquisition between educational modalities overall. Students in the blog post group that completed both post-intervention quizzes showed a larger improvement than the podcast group in the toxicology topic, with similar improvements in the asthma topic. The podcast group tended to engage in multiple activities while using the learning materials (e.g. at least two to three of the following: driving, eating, chores, taking notes, exercising/walking), while the blog readers tended to do fewer activities (e.g. only one of the following: note taking, eating).ConclusionThis study suggests that podcasts and blog posts are useful for extracurricular knowledge acquisition by undergraduate medical students with no significant difference between the two modalities. The usage conditions for each type of media differ.

Evaluating Accessible Sleep Health Information in Rural and Urban Contexts: Delivery Face-to-Face or Online?

Objective:New parents need education about infant sleep but is not universally available especially not in regional and rural areas. We delivered sleep education both face-to-face and online to test sleep knowledge acquisition for parents wherever they reside. Best practice delivery of accessible sleep health information for new families needs to be investigated more carefully in order for specialist services to be universally available.Methods:Pre- and post-information session questionnaires (n = 32) assessed levels of knowledge acquisition and comparisons tested differences between face-to-face seminars compared with an online webinar.Results:Sleep knowledge across participants was low (69% scoring < 50%). Sleep knowledge significantly increased for both the webinar delivery group (P = .002) and face-to-face delivery group (P = .001). No significant differences in knowledge acquisition were found between face-to-face vs online delivery (P = .170), suggesting both modes of delivery were sufficient to improve parental sleep knowledge.Conclusions:Parental sleep knowledge, while low, increased with education. Online delivery was similar to face-to-face delivery suggesting ease of access for rural and remote communities needing specialist sleep information.Implications for public health:Information delivered online is effective and offers a health delivery solution to regional and remote parents unable to access sleep services and rendering sleep service accessibility more equitable.