Perceptual Learning Research Articles

Evaluation of synchronous and asynchronous e-learning methods among MBBS students’ in medical institutions for medical education: An educational interventional study

Abstract Background: The closure of educational institutions due to COVID-19 conditions created a situation where contact between students and teachers became almost impossible. It imposed a potential need for adopting alternative learning methods. Objective: The objective of this study was to carry out an evaluation of synchronous and asynchronous e-learning methods planned among MBBS students. Materials and Methods: An educational interventional study was carried out, including two equipotent academic potential groups of all students of phase 3 part one. Two groups were created (Group A – Synchronous and Group B – Asynchronous) and taught five sessions for each group with asynchronous and synchronous e-learning styles, and perceptions of students regarding learning style were recorded. The data were analyzed using SPSS, and paired t-test and independent t-test were used to compare responses. A descriptive analysis of responses received for perceptions of both learning on a 5-point Likert was carried out. Results: Despite the asynchronous group having a higher pretest mean score (33.63 ± 12.03) compared to the synchronous group (25.20 ± 10.1), the post-test mean scores revealed greater improvement in the synchronous group (82.21 ± 12.2) compared to the asynchronous group (81.08 ± 13.32). The study revealed statistically significant higher posttest scores (P < 0.001) in both groups. Asynchronous e-learning was slightly preferable for phase 3 students compared to synchronous e-learning based on the perception given by students. Conclusion: Online methods and teaching implemented with the right planning will definitively serve as an alternative in situations like COVID-19. Although these methods cannot replace face-to-face learning, they help develop students’ interest in new learning styles and prepare them for adverse learning conditions.

Social Media as a Tool for Informal Spanish Learning: A Phenomenological Study of Chinese Students' Behaviour in Spain.

This study explores the perceptions of Chinese learners in Spain regarding the use of social networks for informal Spanish language learning. The objective is to identify the challenges and benefits of using social networks to address the real needs of students in learning Spanish. A qualitative phenomenological approach was adopted, focusing on participants' perceptions before and after using social networks. Eight Chinese students were selected for the study. The study was conducted in Valencia and Barcelona, Spain, from 1 September 2023 to 20 March 2024, and three commonly used social media networks were compared. The results indicate positive perceptions towards social media as a tool for learning Spanish, highlighting its usefulness in improving language skills and enhancing cultural awareness. Additionally, Xiaohongshu and Bilibili emerged as the most popular platforms for Spanish language learning among Chinese students. This study concludes that social media effectively meets the authentic needs of Chinese students learning Spanish in Spain, enhancing both language skills and cultural adaptation. This multifaceted approach reflects the complexity of learning Spanish in the digital age, combining personal passion, professional aspirations, and cultural adaptation needs.

Sport sales managers’ perceptions of learning through experiential sales projects

PurposeWhile there has been a considerable amount of research conducted on experiential learning and sport sales, the purpose of this study is to shift the focus from students to current sport sales professionals and examine how experientially learning sales assisted in the sales professionals’ growth, competency, and skill development in the current sales roles they occupy. DesignEmploying a stratified purposeful sampling technique, sport sales-related professionals (from a diverse group of sports organizations, including, but not limited to, organizations within the MLB, NBA, XFL, and NASCAR; n = 7) who completed an experiential sales learning project between 2015 and 2022 were invited to give their perceptions of experientially learning sport sales in the form of a focus group. Post-interview inductive thematic analysis was conducted using Braun and Clarke's (2006) six-phase framework to extract themes. FindingsResults highlight three main themes extracted from the participants who engaged in sports sales experiential learning: 1) Initial Perceptions; 2) Project Resultants; and 3) Improvements for Experiential Sales Project, which are further expounded upon and contextualized within the literature. OriginalityThis is the first study to examine sport sales professionals’ perceptions of sport sales experiential learning in sport sales education. By shifting the focus from students to sales managers, the researchers highlight the unique differences that exists when comparing student perceptions in, or shortly after the completion of, an experiential sales project, versus the perceptions of the current sales managers in sport industry. For sport management faculty, important findings such experiential sales project improvements are discussed. For students, practical insight is given to help students overcome the negative feelings associated with sport sales experiential learning, in addition to the benefits of learning sales experientially and the impact it has on professional development, job opportunity, and personal marketability.

Sleep benefits perceptual but not movement-based learning of locomotor sequences

Practicing complex locomotor skills, such as those involving a step sequence engages distinct perceptual and motor mechanisms that support the recall of learning under new conditions (i.e., skill transfer). While sleep has been shown to enhance learning of sequences of fine movements (i.e., sleep-dependent consolidation), here we examined whether this benefit extends to learning of a locomotor pattern. Specifically, we tested the perceptual and motor learning of a locomotor sequence following sleep compared to wake. We hypothesized that post-practice sleep would increase locomotor sequence learning in the perceptual, but not in the motor domain. In this study, healthy young adult participants (n = 48; 18–33 years) practiced a step length sequence on a treadmill cued by visual stimuli displayed on a screen during training. Participants were then tested in a perceptual condition (backward walking with the same visual stimuli), or a motor condition (forward walking but with an inverted screen). Skill was assessed immediately, and again after a 12-h delay following overnight sleep or daytime wake (n = 12 for each interval/condition). Off-line learning improved following sleep compared to wake, but only for the perceptual condition. Our results suggest that perceptual and motor sequence learning are processed separately after locomotor training, and further points to a benefit of sleep that is rooted in the perceptual as opposed to the motor aspects of motor learning.

The impact of a gamified approach on vocabulary learning and vocabulary self-efficacy: evidence from a chilean primary EFL school

Although many studies addressing gamified approaches have documented the performance and perceptions of adult EFL learners, little research has been conducted with younger students and with a focus on specific linguistic components. Therefore, the present study assessed the impact of a gamified approach involving the use of Kahoot! on the vocabulary learning and vocabulary self-efficacy of 122 primary EFL school learners. A quasi-experimental design was applied where participants were divided into an experimental group (n = 57) that was exposed to vocabulary learning through Kahoot! and a control group (n = 65) that received traditional coursebook instruction. Ten target words were assessed through a vocabulary learning post-test, while vocabulary self-efficacy was evaluated through a questionnaire. Results revealed that both groups performed equally well regarding lexical gains, and that students in the experimental group significantly increased their vocabulary self-efficacy when compared to the control group. Pedagogical implications are discussed.

Communicative Language Teaching (CLT) in Improving Speaking Skills of Tertiary Level EFL Students of Bangladesh

In the English as a Foreign Language (EFL) context, students must be given a proper foundation of communication skills necessary in various dynamic real-world situations. This study investigates learner perception of the effectiveness of Communicative Language Teaching (CLT) in improving the speaking skills of tertiary-level EFL students in Bangladesh. A mixed-methods approach was used to collect and analyze data from 30 students, of different private universities of Bangladesh. The data was gathered by analyzing the results from the survey. The results of the study showed there was a statistically significant improvement in the speaking skills of EFL students after the CLT intervention. The students demonstrated an increase in fluency and complexity in their speaking performance. Furthermore, findings revealed that the students had positive perceptions of CLT and found it effective in enhancing their speaking skills. The findings of this study provide valuable insights into the benefits of using CLT as a teaching method in EFL environments. This suggests the importance of incorporating communicative and interactive activities in language classrooms to promote language learning and student engagement.

Blended learning: Assessing nursing students' perspectives.

Blended learning combines face-to-face and online learning and has recently gained popularity, accelerated by the coronavirus disease 2019 (COVID-19) pandemic, often without active evaluation. This study aimed to assess university nursing students' perceptions of a blended learning approach during the COVID-19 pandemic. The population was 150 third-year nursing students from a university in the Western Cape, South Africa, using all-inclusive sampling. A one-group, pre-and post-evaluation study was conducted using a self-administered questionnaire (Student Perceptions of Blended Learning scale). Differences were assessed using Chi-squared and Mann-Whitney U tests with a significance level ofp 0.05. Before implementing blended learning, 128 students (85.3%) completed the questionnaire, while 95 (63.3%) did so after. Demographics and access showed no significant differences between the groups. Post-implementation showed a 10.1% increase in preference for blended learning (χ2 = 2.832,p= 0.092). Ease of use was rated significantly higher before implementation (3.07 ± 0.49), with no significant change post-implementation (2.99 ± 0.58). The blended learning process received lower ratings compared to content, with no significant differences before or after implementation for either (process: 2.55 ± 0.58 vs 2.54 ± 0.63; content: 2.75 ± 0.52 vs 2.79 ± 0.52). Nursing students had a positive perception of blended learning, though the online learning component posed challenges with time and module comprehension.Contribution:The findings can help higher education institutions evaluate existing online management systems and guide nurse educators in meeting students' needs when developing module resources.

Exploring Hungarian teachers' perceptions of project-based learning in science and math education

Exploring Hungarian teachers' perceptions of project-based learning in science and math education

You Can Make it Too Easy: Simulating Easy-To-Hard Effects in Auditory Perceptual Learning with an Unsupervised Neural Network Model of Plasticity

ABSTRACT The easy-to-hard effect is a phenomenon where training on initially easy perceptual discrimination contrasts before introducing hard contrasts yields greater perceptual learning than training with hard contrasts for the same amount of time. However, easy-to-hard effects can be erased if initial easy trials are made too easy. Here, we show that this seemingly paradoxical result naturally emerges out of an artificial neural network model of perceptual learning based on the incremental differentiation of stimulus representations: the self-organizing map (SOM). Like human listeners, networks show a sweet spot for easy-to-hard effects at intermediate levels of easy contrast somewhere between too easy and too hard. This trend is apparent across a wide range of free parameters. Analysis of network learning dynamics shows that easy-to-hard effects manifest when competition for network representational space is reduced (relative to constant hard training), but the learned stimuli are still similar enough to hard contrast stimuli to allow generalization. The data show that an incremental perceptual learning model can account for subtle characteristics of easy-to-hard effects where learning theories grounded in attentional discovery of relevant features cannot. We suggest several avenues for further development of the model in order to account for a wider range of auditory learning phenomena, its use in the optimization of auditory training regimens, and its role in elucidating perceptual learning mechanisms.

Relationship between attitudes toward mathematics and perceptions of virtual teaching in the COVID-19 context

BackgroundThe shift to virtual education from 2019 to 2021 in response to COVID-19 necessitated both teachers and students to adapt to new technological skills, thereby impacting the teaching and learning dynamics. With limited existing research on this evolving domain, our study aimed to gauge attitudes toward mathematics, and perceptions of virtual education during the COVID-19 era and explore potential correlations between these variables.MethodsIn this cross-sectional quantitative correlational primary study, secondary school students at a public school were asked to rate their attitudes toward mathematics and their perceptions of virtual teaching in the context of COVID-19 using two validated questionnaires. We used linear regression analysis to respond to our objectives.ResultsThe findings show that perceptions of virtual teaching (34.65%) and attitudes toward mathematics (40.16%) are both low. The dimensions of attitudes toward mathematics and perceptions of virtual education have a positive association and influence on one another (B = 0.464, p < 0.001).ConclusionBoth study variables show a low level and found a significant relationship between the dimensions of virtual learning perception and attitudes toward mathematics. More research is required to grasp how cognitive processing influences attitudes toward mathematics. This understanding can improve the proficiency of math educators, benefiting students at all educational stages.

Transcranial direct current stimulation of the prefrontal and visual cortices diversely affects early and late perceptual learning.

Research has shown that visual perceptual learning (VPL) is related to modifying neural activity in higher level decision-making regions. However, the causal roles of the prefrontal and visual cortexes in VPL are still unclear. Here, we investigated how anodal transcranial direct current stimulation (tDCS) of the prefrontal and visual cortices modulates VPL in the early and later phases and the role of multiple brain regions. Perceptual learning on the coherent motion direction identification task included early and later stages. After early training, participants needed to continuously train to reach a plateau; once the plateau was reached, participants entered a later stage. Sixty participants were randomly divided into five groups. Regardless of the training at the early and later stages, four groups received multitarget tDCS over the right dorsolateral prefrontal cortex (rDLPFC) and right middle temporal area (rMT), single-target tDCS over the rDLPFC, and single-target tDCS over the rMT or sham stimulation, and one group was stimulated at the ipsilateral brain region (i.e., left MT). Compared with sham stimulation, multitarget and two single-target tDCS over the rDLPFC or rMT improved posttest performance and accelerated learning during the early period. However, multitarget tDCS and two single-target tDCS led to equivalent benefits for VPL. Additionally, these beneficial effects were absent when anodal tDCS was applied to the ipsilateral brain region. For the later period, the above facilitating effects on VPL induced by multitarget or single-target tDCS disappeared. This study suggested the causal role of the prefrontal and visual cortices in visual motion perceptual learning by anodal tDCS but failed to find greater beneficial effects by simultaneously stimulating the prefrontal and visual cortices. Future research should investigate the functional associations between multiple brain regions to further promote VPL.

Students’ Perceptions of Project-Based Learning in K-12 Education: A Synthesis of Qualitative Evidence

As an engaging instructional approach, project-based learning has gained prominence as a means of adapting K-12 education to a changing world. However, research assessing the effectiveness of project-based learning has primarily focused on teachers, whereas studies on students' perceptions of project-based learning have been limited to isolated cases. This review aimed to provide a comprehensive synthesis of qualitative and mixed-approach studies that investigated K-12 students’ perceptions of project-based learning. A meta-ethnography approach was employed to identify, evaluate, and combine the findings of the 14 peer-reviewed studies. These studies were selected based on an extensive search of databases such as Web of Science, ERIC, and ScienceDirect. Six themes were identified to reflect K-12 students’ perceptions of project-based learning: enhancing 21st-century skills, enhancing enthusiastic engagement, fostering interdisciplinary integration, time consumption, evoking initial jitter, and content insufficiency. Additionally, two research gaps were identified, with the majority of studies conducted among senior high school students in Europe and Asia. In conclusion, this synthesis highlights the effectiveness of project-based learning in promoting essential contemporary skills. However, caution is advised regarding challenges, such as content insufficiency. Stakeholders should consider targeted support and resource adequacy to optimize project-based learning benefits for diverse students.

“This should be a compulsory placement for all nursing students”: An evaluation of pre-registration nursing students’ perceptions of learning on a mental health clinical placement

AimTo conduct a longitudinal exploration of pre-registration nursing students’ perceptions of their learning on an immersive mental health clinical placement grounded in learning from people with a lived experience of mental illness (otherwise known as consumers). BackgroundEnriching mental health clinical learning environments are crucial for positive mental health nursing outcomes. Though non-traditional clinical placement (i.e. non-hospital-based) models effectively increase student learning in a range of domains, little is known about the specific features of contemporary non-traditional placement settings that may be supporting student learning over time. DesignA survey design in the form of a standardised evaluation tool with additional qualitative response questions was used to examine nursing students’ perceptions of learning whilst on a non-traditional clinical placement over a 5-year period. Non-traditional placement settings are alternative placement options to traditional inpatient/community mental health settings. The TREND Statement Checklist was adhered to. MethodsSecond- and third-year students studying a Bachelor of Nursing (N = 753) from eight Australian Universities completed a Student Placement Feedback Survey between 2019 and 2023. Data were collected via an evaluation survey including 7-items (rated on a 5-point agreement scale) and three free-response questions. Quantitative and qualitative responses were analysed over all observations and compared between the five years of student evaluations. ResultsAcross five years, the immersive mental health placement was consistently rated by students as a highly valuable learning experience. Utilizing a Multivariate Analysis-of-variance (MANOVA) for the quantitative component revealed that student ‘learning from lived experience’ remained uniformly high and steady throughout 2020–2023. This was despite disrupted learning that ceased face-to-face tuition caused by the COVID-19 pandemic. An increase in ‘student enthusiasm for nursing’ was identified after the return to face-to-face learning. Qualitative analysis identified a greater need for preparedness prior to attending the placement and wellbeing support amongst students. ConclusionsOver the five years, pre-registration nursing students report clinical skill improvement and enhanced knowledge following the immersive mental health placement alongside an increased desire for further skill development. Learning from people’s lived experience of mental illness and specialised facilitators was valuable for student learning outcomes. Increased support is needed for student mental health vulnerabilities and wellbeing ahead of clinical placements. Further research is recommended on the aspects of non-traditional clinical placements that may be protective for student learning.

Education in focus: Significant improvements in student learning and satisfaction with ophthalmology teaching delivered using a blended learning approach.

This study aimed to measure student satisfaction with a revised ophthalmology delivery format, which due to the pandemic had previously relied on a remote online flipped classroom (OFC) format compared to a blended learning format. This educational strategy combined online learning with in-person seminars and practical patient centred sessions. Our previous investigations demonstrated a significant lack of student satisfaction with a curriculum solely reliant on a remote OFC, as such we hypothesised that a blended learning approach would result in improved levels of student satisfaction and knowledge gain. Non-randomised intervention study of two groups; group 1 = OFC group and group 2 = BL group, compared perspectives of 4th year ophthalmology students using a validated course evaluation questionnaire (CEQ). A total of 59 students from the BL group (n = 257; response rate = 23.0%) and 28 from the OFC group agreed to participate in the study (n = 114; response rate = 24.6%). Participants in the BL group felt it was easier to determine the standard of work that was expected (77.42% v 60.71%) and demonstrated significantly increased satisfaction with staff motivation of students (95.16% v 64.29%, p <0.001) and provision of feedback (74.19% v 46.43%, p = 0.004), compared to the OFC group. Furthermore, students in the BL group also felt the course significantly improved their analytical skills (64.52% v 42.85%, p = 0.023) and ability to work as part of team (69.36% v 25%, p <0.001) as well as reporting reduced dissatisfaction with the level of choice afforded in terms of how they would learn (33.88% v 60.71%, p = 0.31) and the how they were assessed (59.68% v 89.28%, p = 0.004). No evidence of a statistical difference in exam score was observed. The COVID-19 pandemic necessitated an unavoidable pivot to online and distance learning, to meet the challenges presented by government mandates and social distancing requirements. Since many of these directives have been reversed, it is important to evaluate the effectiveness and learner perceptions' of the online and distance learning interventions. In this study we demonstrated a significant student preference for BL compared to the OFC approach, with comparable student performances determined by MCQ examinations. Our findings suggest a preference for reintroducing in-person and patient engagement activities in post-pandemic health professions education.

Preschool teachers’ perceptions of STEAM-based learning in Banda Aceh

The purpose of this study was to identify early childhood teachers' perceptions of STEAM-based learning. This qualitative research will be analyzed descriptively, and semi-structured interviews with open-ended questions will be conducted with four early childhood education (ECE) teachers in Banda Aceh. The findings show that ECE teachers' perceptions of STEAM-based learning techniques have a high potential to be implemented in Banda Aceh City ECEs, as the respondents have used aspects of STEAM in their learning. Teachers' lack of knowledge of STEAM-based learning approaches and procurement of materials and funds to fulfil STEAM learning needs are barriers to integrating STEAM in ECE institutions in Banda Aceh. More STEAM socialization and STEAM learning implementation training is needed for ECE teachers in Aceh in general.

Impact and perceptions of distance learning among undergraduate nursing students: An exploratory cross-sectional study in Saudi Arabia

The COVID-19 pandemic necessitated the rapid adoption of e-learning in education. Nursing students, unprepared for this shift, faced unique challenges. This study explored these challenges and influencing factors using a 53-item questionnaire completed by 184 nursing students in Saudi Arabia. Data was analyzed with SPSS version 21 at a 0.05 significance level. Most students (71%) showed positive attitudes towards e-learning, finding it useful (mean score: 3.26±0.88), with links to self-efficacy (mean score: 3.04±0.82) and time-management (mean score: 3.39±0.73). Barriers included inadequate infrastructure and technical support (mean score: 3.14±1.3), lack of training (mean score: 3.03±1.3), and poor internet connections (mean score: 3.92±1.3). Students reported uneasiness (mean score: 2.77±1.5), confusion (mean score: 2.64±1.4), stress, and nervousness (mean score: 2.55±1.4). Younger students and females showed more positive attitudes towards e-learning (p-values &lt; 0.01 and &lt; 0.001, respectively). Despite positive attitudes, anxiety due to lack of training and infrastructure readiness persisted. Addressing these issues is crucial to enhance the effectiveness of e-learning.

Investigating students’ perceptions of self-directed learning in mathematics at the basic school level

Self-directed learning (SDL) is an educational approach, where individuals take initiative and responsibility for their own learning, choosing what, how, and when to learn. It is assumed that SDL empowers students to tailor their educational experiences to personal interests and pace of learning, fostering autonomy and lifelong learning habits. This study aims to investigate on students’ attitudes toward SDL in mathematics at basic school level using quantitative research design (survey). The data were collected from students using SDL attitude scale. Total papulation of the survey consists of students from six publics and eight private schools, out of which students from two purposefully selected schools from each category for the sample. From the four school, 120 students were selected. Attitudes towards SDL in mathematics scale developed by the researchers were applied to collect the data and were analyzed using SPSS version26 based on the research questions. The study revealed that students had negative attitude toward self-management, self-monitoring and self-motivation as required for SDL in mathematics at basic level school. Moreover, there is no significant difference in student’s attitudes toward SDL in mathematics between public and private school, and between male and female students. The result shows that student’s attitude towards SDL changes positively as they participated in different teaching learning techniques applied for engaging them in learning such as KWL, jigsaw, reciprocal teaching, think-share-pair, and cooperative, and collaborative instruction. This implies that negative attitude towards a pedagogical approach does not mean that students pay less attention to the approach but changes when applied appropriately.&lt;i&gt; &lt;/i&gt;

Faculty Experiences: Virtual versus Traditional Problem-based Learning during COVID-19 in a Saudi Medical College

Abstract Background: The COVID-19 pandemic has forced a fast change to new teaching approaches based on online education. Problem-based learning (PBL) was one of the modified teaching strategies. The current study sought to examine faculty perceptions of virtual versus traditional PBL during the COVID-19 pandemic at a Saudi medical college. Methods: This is a retrospective cross-sectional study conducted at King Saud University’s College of Medicine. We compared the perceptions of faculty members who facilitated traditional face-to-face PBL in 2019–2020 and virtual PBL in 2020–2021. An online survey with demographic and practice data was distributed. The faculty’s perception of PBL facilitation, student learning, and overall satisfaction was investigated using a 5-degree Likert scale: 15 items grouped into three main areas. All of the questions were written in a way that compares traditional and virtual PBL. Mean scores were determined for all parts, and the findings were reported as mean standard deviation, with scores of 3 and above considered positive, and scores of &lt;3 considered negative. The data were analyzed with SPSS version 25.0. Results: In the study period, 57 faculty members facilitating PBL replied to the survey (response rate 67.85%). There were no gender variations in the representation of participants (male 56.1%, female 43.9%), and they come from a variety of basic and clinical departments. The majority of participants (91.3%) have more than 2 years of PBL facilitation experience, and 64.2% have received training in both virtual and traditional PBL facilitation. The faculty assessment of facilitating virtual PBL was favorable as overall satisfaction, with the mean of the components in the satisfaction section being 3.67. In terms of facilitation preferences, we discovered that despite the amount of effort involved in facilitating traditional PBL sessions (mean = 3.47), their motivation to facilitate traditional PBL was higher than that of virtual PBL (mean = 3.33). Faculty perceptions of students’ learning in PBL were more traditional, with the mean of the items in this section (such as students’ motivation, participation, and group dynamics) being higher (3.616). Conclusions: The faculty’s satisfaction with their abilities to properly facilitate virtual PBL sessions did not detract from their motivation to be in direct personal interaction with students during PBL sessions. To ensure faculty care about students’ learning in virtual PBL, their perception had to be correlated to their learning outcomes.

Effectiveness and Perception of Collaborative Learning among Undergraduates Students: Introduction of Jigsaw Method in Forensic Toxicology

Background: Didactic teaching being teacher centric usually does not generate sense of responsibility for learning among the students. The Jigsaw method is a form of cooperative learning that improves not only the cognitive but also the affective and psychomotor skills, which are required by a student to become an Indian Medical Graduate. Thus, this study was aimed at assessing the effectiveness of Jigsaw strategy in comparison to didactic teaching and to understand the perception of the students. Methodology: This was a quasi-experimental study conducted among second year MBBS students. They were randomly assigned to lecture and Jigsaw groups. A topic on general toxicology was chosen. Handouts were prepared which were given to all the students. The lecture group was taught using audio visual aids. The topic was sub divided into five subtopics for Jigsaw group. A post test consisting of MCQs was used to assess the effectiveness of the method. A validated questionnaire was used to gather feedback from the students belonging to Jigsaw Group. Descriptive statistics were used to analyze responses to the Likert scale questions. Results: The present study included a total of 65 II year MBBS students, out of which 30 students were in Jigsaw group. A total of 94% students agreed to participate actively in the Jigsaw session. Most of the students (93%) students listened to and respected the ideas of their peers. A total of 72% students found this method of learning useful in Forensic Medicine and Toxicology. Only 53% of the students felt that the time for preparation and presentation of the topic was sufficient. Conclusions: The present study advocates this cooperating learning method to be an effective tool in better understanding of the subject, to improve communication skills and to inculcate lifelong learning attitude among the medical graduates. The jigsaw method, however, requires more time for planning and execution, to yield positive outcomes.

Expert and Public Preferences and Perceptions of Different Color Schemes and Map Overlays on a Tropical Cyclone Wind Exceedance Forecast Graphic

Abstract Map graphics are often used for hazard risk communication, layered with numerical, verbal, and visual information to describe an uncertain threat. In the hurricane context, graphics are used to communicate the probability of different threats over a forecasting period. While hurricane graphics have been studied in the past, they have not been designed with colorblind-friendly accessibility and localization in mind. This study presents the results of a mixed-method study, testing the perceptions of different color schemes and map overlays on a wind exceedance map graphic with samples of experts (emergency managers and meteorologists) and the public. Nineteen experts from Florida and Louisiana were interviewed about their preferences for and risk perceptions of the design elements of the new wind exceedance graphic. The graphic prototypes were also tested using a public sample (n = 624) from Florida and Louisiana to study participants’ design preferences and risk perceptions. Both expert and public samples preferred a yellow-to-red scheme, though experts thought the yellow-to-red scheme presented the hazard as riskier and the public thought the reds-only scheme was riskier. Experts and the public preferred a map graphic with overlays; they scored a map graphic with overlays as riskier than a version without overlays. Understanding the connection between color scheme preference and risk perception for both experts and the public has important implications on risk communication as new graphics are designed. The conclusion of this study provides avenues for future research for experts who want to apply universal design aspects into hurricane graphics. Significance Statement This study investigates user preferences and risk perceptions for a new wind exceedance hurricane graphic designed with universal design principles. Experts (emergency managers and meteorologists) and the public from Florida and Louisiana participated in a mixed-method study, capturing qualitatively and quantitatively how a yellow-to-red and reds-only color scheme, as well as interstate or city overlays, impacted their engagement with the graphic. Studying the design features of forecast graphics from a social science perspective before they are operational is important, as the findings from this study reveal how different groups could perceive the graphic.