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Khosravi S, Bailey SG, Parvizi H, Ghannam R. Wearable Sensors for Learning Enhancement in Higher Education. SENSORS (BASEL, SWITZERLAND) 2022; 22:7633. [PMID: 36236732 PMCID: PMC9573685 DOI: 10.3390/s22197633] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 09/05/2022] [Revised: 09/21/2022] [Accepted: 09/27/2022] [Indexed: 06/16/2023]
Abstract
Wearable sensors have traditionally been used to measure and monitor vital human signs for well-being and healthcare applications. However, there is a growing interest in using and deploying these technologies to facilitate teaching and learning, particularly in a higher education environment. The aim of this paper is therefore to systematically review the range of wearable devices that have been used for enhancing the teaching and delivery of engineering curricula in higher education. Moreover, we compare the advantages and disadvantages of these devices according to the location in which they are worn on the human body. According to our survey, wearable devices for enhanced learning have mainly been worn on the head (e.g., eyeglasses), wrist (e.g., watches) and chest (e.g., electrocardiogram patch). In fact, among those locations, head-worn devices enable better student engagement with the learning materials, improved student attention as well as higher spatial and visual awareness. We identify the research questions and discuss the research inclusion and exclusion criteria to present the challenges faced by researchers in implementing learning technologies for enhanced engineering education. Furthermore, we provide recommendations on using wearable devices to improve the teaching and learning of engineering courses in higher education.
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Affiliation(s)
- Sara Khosravi
- James Watt School of Engineering, University of Glasgow, Glasgow G12 8QQ, UK
| | | | | | - Rami Ghannam
- James Watt School of Engineering, University of Glasgow, Glasgow G12 8QQ, UK
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Rees CS, Heritage B, Osseiran-Moisson R, Chamberlain D, Cusack L, Anderson J, Terry V, Rogers C, Hemsworth D, Cross W, Hegney DG. Can We Predict Burnout among Student Nurses? An Exploration of the ICWR-1 Model of Individual Psychological Resilience. Front Psychol 2016; 7:1072. [PMID: 27486419 PMCID: PMC4949488 DOI: 10.3389/fpsyg.2016.01072] [Citation(s) in RCA: 28] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/14/2016] [Accepted: 06/30/2016] [Indexed: 01/25/2023] Open
Abstract
The nature of nursing work is demanding and can be stressful. Previous studies have shown a high rate of burnout among employed nurses. Recently, efforts have been made to understand the role of resilience in determining the psychological adjustment of employed nurses. A theoretical model of resilience was proposed recently that includes several constructs identified in the literature related to resilience and to psychological functioning. As nursing students are the future of the nursing workforce it is important to advance our understanding of the determinants of resilience in this population. Student nurses who had completed their final practicum were invited to participate in an online survey measuring the key constructs of the ICWR-1 model. 422 students from across Australia and Canada completed the survey between July 2014 and July 2015. As well as several key demographics, trait negative affect, mindfulness, self-efficacy, coping, resilience, and burnout were measured. We used structural equation modeling and found support for the major pathways of the model; namely that resilience had a significant influence on the relationship between mindfulness, self-efficacy and coping, and psychological adjustment (burnout scores). Furthermore, as predicted, Neuroticism moderated the relationship between coping and burnout. Results are discussed in terms of potential approaches to supporting nursing students who may be at risk of burnout.
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Affiliation(s)
- Clare S Rees
- School of Psychology and Speech Pathology, Curtin University Perth, WA, Australia
| | - Brody Heritage
- School of Psychology and Exercise Science, Murdoch University Perth, WA, Australia
| | | | - Diane Chamberlain
- School of Nursing and Midwifery, Flinders University Adelaide, SA, Australia
| | - Lynette Cusack
- School of Nursing, The University of Adelaide Adelaide, SA, Australia
| | - Judith Anderson
- School of Nursing, Midwifery and Indigenous Health, Charles Sturt University Bathurst, NSW, Australia
| | - Victoria Terry
- School of Nursing and Midwifery, University of Southern Queensland Brisbane, QLD, Australia
| | - Cath Rogers
- School of Nursing and Midwifery, University of Southern Queensland Brisbane, QLD, Australia
| | - David Hemsworth
- Faculty of Applied and Professional Studies - School of Business, Nipissing University Toronto, ON, Canada
| | - Wendy Cross
- School of Nursing and Midwifery, Monash University Melbourne, VIC, Australia
| | - Desley G Hegney
- School of Nursing, The University of AdelaideAdelaide, SA, Australia; School of Nursing and Midwifery, University of Southern QueenslandBrisbane, QLD, Australia
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