Can touchscreens replace teachers? Chinese children's character learning from a touchscreen-based app, video, or face-to-face instruction

Given the increasing prevalence of touchscreen devices that are intended for educational purposes, this study explored children's transfer of learning from touchscreen media compared with video and offline face-to-face learning. A total of 76 5- and 6-year-old Chinese kindergarten children (M = 68.21 months, SD = 3.57, range = 62-76; 30 boys and 46 girls) were randomly assigned to learn eight Chinese characters using a touchscreen-based app, using a video, or through face-to-face interaction. Learning was measured via the recall task scores, recognition task scores, recall efficiency, and recognition efficiency. The results revealed that children's recall and recognition task scores improved when learning took place using the touchscreen or face-to-face interaction. Children's recall efficiency and recognition efficiency were strongest in the face-to-face condition, followed by the touchscreen condition and then the video condition. The effects of instructional format on children's recall and recognition scores and recall efficiency were moderated by age; younger children's recall and recognition scores in the face-to-face condition and the touchscreen condition were significantly higher than in the video condition, yet older children's recall and recognition scores did not differ between conditions. However, for recall efficiency, younger children's recall efficiency in the face-to-face condition and the touchscreen condition was significantly higher than in the video condition; older children's recall efficiency in the face-to-face condition was higher than in both the touchscreen condition and the video condition. In conclusion, both face-to-face interaction and a touchscreen-based app were helpful ways for children to learn Chinese characters compared with video, but face-to-face learning showed advantages over touchscreen learning in recall efficiency for older children.

Engagement and loyalty in mobile applications for restaurant home deliveries

This study examines user engagement and loyalty in mobile applications for restaurant home deliveries during the COVID-19 pandemic. It explores the concepts of loyalty, engagement, and interactivity, with convenience and safety as drivers for continued use. Using Partial Least Squares Structural Equations Modelling (PLS-SEM), data from 349 users of restaurant ordering apps in Colombia was analysed. Results indicate that engagement, convenience, and safety positively influence loyalty. Interactivity indirectly affects loyalty through engagement. This research sheds light on the factors impacting engagement and loyalty, specifically during the pandemic. It addresses underexplored marketing relationships and guides companies operating such apps to understand key drivers of user loyalty.

The online interactive visual learning improves learning effectiveness and satisfaction of physicians with postgraduate year during the COVID-19 pandemic in Taiwan

BACKGROUNDS

Medical education has shifted from passive forms of teaching to more active learning strategies, particularly in response to the COVID-19 pandemic. Research has discussed the challenges and disadvantages associated with online education, but there is limited documentation on physicians' perceptions of this sudden and unexpected transformation in medical education. This study aimed to determine the effect of online interactive visual learning on physicians' perceptions of the effectiveness and their satisfaction with this online learning experience.

METHODS

We routinely recruited 64 unclassified physicians in the hospital's postgraduate year (PGY) program between September 2021 and April 2022. PGY physicians received an online interactive visual learning course. Online (Google Form) testing and questionnaires before and after this course evaluated learning performance, learning attitude and satisfaction of these physicians.

RESULTS

The interactive online learning tools facilitated the physicians' active learning processes by reducing their learning burden (burden vs. no burden: 4.69% vs. 68.75%) and increasing their learning interest (interest vs. no interest: 84.38% vs. 3.12%) in the online format. Post-test scores were significantly improved compared with pretest scores (post-test vs. pre-test: 5 vs. 4; p < 0.05) and their imaging recognition was markedly improved from baseline (post-test vs. pre-test: 85.19% vs. 61.11%). Levels of satisfaction correlated positively with the physicians' learning burden (rs = 0.541), learning interest (rs = 0.562), and perceived benefits of imaging recognition (post-course: rs = 0.508; future: rs = 0.563) (all p < 0.05).

CONCLUSIONS

Our online course with interactive visual learning facilitated PGY physicians' learning performance, levels of satisfaction, interest, and perceived benefits of online learning. Hospitals and policymakers need to be aware that this learning approach can markedly enhance physicians' academic outcomes and levels of clinical practice.

Does active participation via integrated questions in large lectures matter?

This paper investigates whether the intensity of participation in large lecture quizzes in a tertiary education context, facilitated and monitored by an online platform, is associated with better examination performance. The platform mirrors lecture slides onto student devices and uses integrated "clicker" style questions within the lecture to quiz students on concepts learned. Using regression, we find that the intensity of quiz participation is positively related to students' performance. Student study perceptions, based on study and career plans, moderate the results. These findings are relevant to educators, especially in a post-COVID-19 learning environment, where the online quiz function could be used to foster participation.

Assessing the role of interactivity: An evaluation of information aids to support the enrollment of precision medicine research programs

OBJECTIVE

Recruiting diverse participants for precision medicine (PM) research programs should overcome low literacy and varied expectations. Information aids (IA) can address these barriers through patient-centered education. The purpose of this study was to evaluate the effectiveness of three information aids (IA) on participating in PM.

METHODS

An experiment with 290 U.S. participants recruited from Mturk was conducted to compare the effects of three IAs on the outcomes related to participation. Three conditions included an interactive IA (i.e., providing PM-related information responding to each participant's questions), a static IA (i.e., providing uniform PM-related information), and a control condition (i.e., providing non-interactive information irrelevant to PM).

RESULTS

Both interactive and non-interactive IAs increased attitudes and information-seeking intentions, but not knowledge or participation intention. Perceived control and responsiveness mediated the effects of interactive IA.

CONCLUSION

Both interactive and static IAs supported enrollment efforts for PM through fostering attitudes and follow-up information-seeking. Increased perceived control and responsiveness are key to the effects of interactive IA.

PRACTICE IMPLICATIONS

IAs provide effective education and enrollment support for PM. Interactive IA can respond to individuals' inquiries and control the learning process.

A multifaceted graphical display, including treatment ranking, was developed to aid interpretation of network meta-analysis

OBJECTIVE

Network meta-analysis (NMA) is becoming a popular statistical tool for analysing a network of evidence comparing more than two interventions. A particular advantage of NMA over pairwise meta-analysis is its ability to simultaneously compare multiple interventions including comparisons not previously trialled together, permitting intervention hierarchies to be created. Our aim was to develop a novel graphical display to aid interpretation of NMA to clinicians and decision-makers that incorporates ranking of interventions.

STUDY DESIGN AND SETTING

Current literature was searched, scrutinised, and provided direction for developing the novel graphical display. Ranking results were often found to be misinterpreted when presented alone and, to aid interpretation and effective communication to inform optimal decision-making, need to be displayed alongside other important aspects of the analysis including the evidence networks and relative intervention effect estimates.

RESULTS

Two new ranking visualisations were developed - the Litmus Rank-O-Gram, and the Radial SUCRA plot - and embedded within a novel multi-panel graphical display programmed within the MetaInsight app, with user feedback gained.

CONCLUSION

This display was designed to improve the reporting, and facilitate a holistic understanding, of NMA results. We believe uptake of the display would lead to better understanding of complex results and improve future decision-making.

The effects of augmented reality on consumer responses in mobile shopping: The moderating role of task complexity

Augmented reality (AR) solutions help facilitate consumers' direct examinations, enhancing their shopping experiences in the digital commerce context. This study examines consumer responses to AR in mobile shopping. It investigates the relationships among perceived media richness, interactivity, telepresence, utilitarian and hedonic values, and behavioral intentions. Furthermore, it explores whether these relationships differ depending on consumers' perceived task complexity. A total of 279 mobile application users participated in the online survey. The participants were guided to answer an online questionnaire after utilizing an AR mobile application to purchase a jewelry product. The findings reveal that media richness and interactivity positively influence telepresence, and telepresence increases behavioral intentions through perceived utilitarian and hedonic values. The effect of interactivity on telepresence and the impact of telepresence on utilitarian value are higher for consumers with low task complexity perception. By contrast, the impact of telepresence on hedonic value is higher for consumers with high task complexity perception. The results suggest practical implications for mobile retailers that apply advanced AR technology in retailing.

Experiential student study groups: perspectives on medical education in the post-COVID-19 period

BACKGROUND

Undergraduate medical curricula often fail to integrate experiential learning methodologies. Thus, a pilot series of interactive pathology lessons was designed and implemented in an attempt to promote experiential learning.

METHODS

Thirty pre-graduate medical students voluntarily participated in the interactive study groups at the First Department of Pathology of the National and Kapodistrian University of Athens, Medical School. A questionnaire was designed to investigate the satisfaction of students regarding their participation in pathology study groups and to identify the characteristics that shape students' perceptions of the foundations of medical education. Descriptive statistics (mean values) were used to describe the students' evaluations of the pathology study groups, and thematic analysis was conducted to investigate the data collected using open-ended questions.

RESULTS

Interactions with the professor and the option of co-observing the slides using dual-view optical microscopes and virtual slides were each evaluated as "Excellent" by ≅ 95% of the students. Four overarching themes were identified regarding the core characteristics of medical education according to the students' perspectives: 1) educational background in medical education, 2) interaction with educators in medical education, 3) educational material in medical education and 4) assessment in medical education.

CONCLUSIONS

The high rates of acceptance of the pathology study groups reflect the desire and need for active learning methodologies to be implemented in modern medical education. Nearly all the students mentioned the need for practical skill acquisition, the integration of theory into practice and ethics in medical education. The success of these optional pathology study groups highlights the need for similar modalities to be incorporated into the main medical education curriculum.

Impact of Digital Assistant Attributes on Millennials' Purchasing Intentions: A Multi-Group Analysis using PLS-SEM, Artificial Neural Network and fsQCA

The rising population of millennials, coupled with Digital Assistants (DA) and online purchasing trends among consumers have gained increasing attention by global marketers. The study evaluates the influence of DA attributes on the purchasing intention (PUI) of millennials. A combined approach of PLS-SEM, Artificial Neural Network (ANN) and Fuzzy-set Qualitative Comparative Analysis (fsQCA) is used to predict the PUI of 345 millennials. Also, multi-group analysis is employed to uncover the influence of gender on the relationship between PUI and DA attributes. The findings suggest that DA attributes may amplify purchasing intention among millennials, especially through perceived interactivity and anthropomorphism. Further, the moderating role of gender was found significant on the inter-relationship of perceived interactivity and PUI. This research is a pioneer study in the area of artificial intelligence, conversational commerce, DA and AI-powered chatbots. This study will help marketers and practitioners to predict millennial purchasing intentions. An evaluation of this paper may help them to foster immersive and effective engagement through DA.

Quality of web-based information on attention deficit hyperactivity disorder

BACKGROUND AND OBJECTIVE

The limited literature available on quality of online health information about attention deficit hyperactivity disorder (ADHD), reported mixed findings and was more than five years old. This study aimed to assess the content quality, readability, aesthetics, and interactivity of current web-based information on ADHD.

METHODS

We screened first 50 links obtained on searching for ADHD using two popular search engines (Google and Bing), out of which 44 websites were selected for quality assessment. They were analysed using pre-decided study Performa, which included previously validated DISCERN instrument for content quality. Flesch-Kincaid grade level score and Flesch-Kincaid readability index were calculated for assessing readability.

RESULTS

About 61.4% of websites had DISCERN score ≥40, suggestive of good content quality. However, only 38.6% and 13.6% of websites were written at recommended reading level of eighth and sixth grade respectively. The DISCERN score had significant positive correlation with aesthetics and interactivity scores. Websites with the Health On Net (HON) label had better content quality. No significant difference in the readability, aesthetics, and interactivity of websites with and without the HON label.

CONCLUSION

This study underscores the need for improving readability of web-based information on ADHD, and highlight important areas for improving the overall quality of websites. The use of HONCode label might guide general public in gauging the content quality of online health information, but not its readability or presentation.

Impact of remote experimentation, interactivity and platform effectiveness on laboratory learning outcomes

Access and personalized instruction required for laboratory education can be highly compromised due to regulatory constraints in times such as COVID-19 pandemic or resource shortages at other times. This directly impacts the student engagement and immersion that are necessary for conceptual and procedural understanding for scientific experimentation. While online and remote laboratories have potential to address the aforementioned challenges, theoretical perspectives of laboratory learning outcomes are critical to enhance their impact and are sparsely examined in the literature. Using Transactional Distance Theory (TDT), this paper addresses the gap through a case study on Universal Testing Machine (UTM). By comparing physical (PL-UTM) and remotely triggerable (RT-UTM) laboratory platforms, the structure and interactions as per TDT are analysed. Characterization of interactivity between remote learners and instructors disclose indicative parameters that affect transactional distances and aid in conceptual understanding in remote laboratory learning environment. An extensive pedagogical study through development of two instruments towards assessing conceptual understanding and perception of platform effectiveness that was conducted both on physical laboratory and RT-UTM showed: (1) remote users conducted experiments 3 times more frequently (2) completed assignments in 30% less time and (3) had over 200% improvement in scores when RT-UTM platform was integrated into mainstream learning.

SUPPLEMENTARY INFORMATION

The online version contains supplementary material available at 10.1186/s41239-021-00272-z.

Designing effective virtual reality environments for pain management in burn-injured patients

Burn patients engage in repetitive painful therapeutic treatments, such as wound debridement, dressing changes, and other medical processes high in procedural pain. Pharmacological analgesics have been used for managing pain, but with ineffective results and negative side effects. Studies on pain management for burn patients suggested that Virtual Reality can treat procedural pain. This paper describes the process of designing, testing, and deploying a Virtual Reality system into a hospital setting. Firstly, a workshop was conducted to identify the most suitable types of Virtual Reality contents for the needs of burn-injured patients. Then, an experimental study, with 15 healthy adults, explored the analgesic impact of the Virtual Reality contents. The pain was induced through a cold pressor. Finally, we deployed the Virtual Reality system into the hospital to examine its efficiency on burn-injured inpatients. This study presents factors for the effective design and deployment of Virtual Reality for burn-injured patients residing in a hospital. Those factors refer to the use of cartoonish features and a choice of content based on each patient's interests to increase the positive emotions and the use of interactive features, portable equipment to reduce pain and increase the feasibility of the technology in clinical settings. Finally, our results indicated that the extension of the VR use after the therapeutic session could support more effective pain treatment. Trial registration number Protocol ID: AA8434.

Toggle toolkit: A tool for conducting experiments in unity virtual environments

This article presents and offers Toggle Toolkit, which is an original collection of Unity scripts designed to control various aspects of interactive 3D experiments. The toolkit enables researchers in different fields to design, conduct and evaluate experiments and include interactive elements in immersive virtual environments. This was achieved by using the internal functionalities of the Unity engine and solutions of our own design. The structure of Toggle Toolkit allows triggers and toggles to be allocated to existing virtual objects and throughout the Unity scene. Once a trigger is executed (with a pre-described action, such as colliding with a virtual object, pressing a key, gazing at an object, etc.), the toggles associated with the trigger are activated and then change the attributes or behaviors of linked objects. All interactive behavior is logged and made available for further statistical analysis. Examples of applications in research are presented and discussed. The Toggle Toolkit's utility lies in its simplicity and modularity. The Toolkit was especially produced for experimenters with few coding skills and high customization requirements in their experiments. The tool is freely available for use in research and can be enhanced with custom scripts. A video tutorial is provided to facilitate use of the tool. The paper aims to not only introduce beginners to experimentation with VR but also offers more experienced researchers who are potentially interested in using and adjusting the features the Toolkit a deeper insight into its structure.

Introducing an Open-Source Course Management System (Moodle) for Blended learning on infectious diseases and microbiology: A pre-post observational study

INTRODUCTION

Attendance at face-to-face courses is low in the 2nd and 3rd years of medical school in France, possibly because of a lack of interactivity. We used Moodle (an open-source course management system) to introduce blended learning on Infectious Diseases and Microbiology through interactive quizzes and sessions of online-based continuous assessment. This pre-post observational study assessed changes in students' attendance and student as well as teacher satisfaction.

METHODS

During the 2017-2018 academic session of Infectious Diseases and Microbiology, we used Moodle to include interactive quizzes during courses and to organize five continuous assessment sessions. Pre-post comparisons (2017-2018 vs. 2016-2017) were performed for the following outcomes: attendance rate, satisfaction questionnaire and exam performance. In addition, the students' and teachers' perception of Moodle-based interactive quizzes and continuous assessment sessions in 2017-2018 was assessed with Likert-like scales, closed and open-ended questions. A thematic analysis of the free comments was performed through inductive coding by two coders.

RESULTS

In 2017-2018 vs. 2016-2017, mean (±SD) attendance rate was higher [12.5 (±7.2) % vs. 7.9 (±3.5) % of students, P<0.001] and clinical case-based courses, which encompassed 93% of Moodle-based courses in 2017-18, were more frequently considered to improve teaching and learning (81.9% vs. 73.8%, P=0.01). Students more frequently judged the teaching organization and structure to be adequate (85.5% vs. 80.2%, p=0.03) and more frequently recommended to next-year students that they attend courses (96.1% vs. 42.1%, P<0.001).

CONCLUSION

Using Moodle for blended learning on Infectious Diseases and Microbiology improved student satisfaction and attendance at face-to-face courses.

Effects of Interactivity on Recall of Health Information: Experimental Study

Background

Information provided in an interactive way is believed to be engaging because users can actively explore the information. Yet empirical findings often contradict this assumption. Consequently, there is still little known about whether and how interactivity affects communication outcomes such as recall.

Objective

The aim of this study was to investigate mechanisms through which interactivity affects recall of online health information. We tested whether and how cognitive involvement, perceived active control, and cognitive load mediate the effects of interactivity on recall. In addition, we examined need for cognition and health literacy as potential moderators of the mediation effects. Given the increasing popularity of dietary supplement use, our health website focused on this topic.

Methods

In an online between-subjects experiment (n=983), participants were randomly assigned to control condition (no interactive features), moderate interactivity (dropdown menus), and high interactivity (dropdown menus and responsive infographics). Two weeks before the experiment, background characteristics and moderating variables were measured. During website visit, data on users’ online behavior were collected. Recall was measured postexposure.

Results

Participants recalled significantly less information in the moderate (mean 3.48 [SD 2.71]) and high (mean 3.52 [SD 2.64]) interactivity conditions compared with the control condition (mean 5.63 [SD 2.18]). In the mediation analysis, we found direct, negative effects of moderate (b=–2.25, 95% CI –2.59 to –1.90) and high (b=–2.16, 95% CI –2.51 to –1.81) levels of interactivity on recall as well. In the relationship between interactivity and recall, cognitive involvement had a partial negative mediation effect (moderate interactivity: b=–.20; 95% CI –0.31 to –0.10; high interactivity: b=–.21, 95% CI –0.33 to –0.10) and perceived active control had a partial positive mediation effect (moderate interactivity: b=.28, 95% CI 0.18 to 0.40; high interactivity: b=.27, 95% CI 0.16 to 0.40).

Conclusions

Interactivity decreased recall. In addition, through interactivity participants were less involved with the content of the information, yet they felt they had more control over the information. These effects were stronger in the high need for cognition and high health literate groups compared with their counterparts.

The explosion of digital storytelling. Creator's perspective and creative processes on new narrative forms

Networked digital narratives are developed in a society marked by distrust in meta-narratives, liquidity and tension between Mass Media and New Media. This research aims to delve into these narratives from the creators’ perspective, analyzing new formats, authors and creative processes that are put into practice. For that purpose, the applied methodology combines in-depth interviews with creators with discourse analysis, and arts based research with the technique of the research journal. The results reveal an overflow of the classical conception of narrative, a trend towards convergence, and the dominance of visual and sequential creative thinking over alphabetical-continuous thinking. It also shows a series of clues for the creation of digital narratives: interactivity, hypermedia, transmedia, virtuality and connectivity. Finally, we highlight that creators do not have preestablished guidelines and follow the procedure of trial and error for the construction of their narratives.

A Proactive Mobile Health Application Program for Promoting Self-Care Health Management among Older Adults in the Community: Study Protocol of a Three-Arm Randomized Controlled Trial

BACKGROUND

The use of mobile health (mHealth) has become common in recent years and is regarded as one of the most effective interventions for developing disease-specific management skills and establishing confidence in making preventive health behavior changes and accomplishing health-related goals among community-dwelling older adults. Most mHealth designs adopt a reactive care approach whereby health care professionals do not respond until they receive abnormal assessment results from the database or a message or signal from the client. The purpose of this study is to determine the effectiveness of a proactive mobile health application program with the support of a community health-social care team for older adults dwelling in the community on improving their self-care health management.

METHODS

This is a three-armed, randomized controlled trial. The study will be conducted in 7 community centers with an estimated sample size of 282 participants. The participants will be randomly assigned to mHealth with interactivity, mHealth, and control groups when they are (1) aged 60 or above, (2) complaining chiefly of pain, hypertension, or diabetes mellitus, (3) living within the service areas, and (4) smartphone users. Subjects in the mHealth with interactivity group will receive 2 main elements, the mHealth application and nurse case management supported by a social service team. The mHealth group will receive the mHealth application only. The primary outcome measure will be self-efficacy, and secondary outcomes will include self-management outcomes (pain score, blood pressure, capillary blood glucose), client outcomes (quality of life, depression), and health service utilization outcomes (institutionalization and health service utilization [general practitioner, outpatient clinic, emergency room, hospital admission]). Data will be collected before intervention, after intervention, and 3 months after intervention.

DISCUSSION

The incremental benefits of adding interactivity in the mHealth program have not been confirmed. This present study will add valuable information to the knowledge gap of whether mHealth with nurse interaction supported by a health-social partnership can improve self-care management among community-dwelling older adults.

ExploreModelMatrix: Interactive exploration for improved understanding of design matrices and linear models in R

Linear and generalized linear models are used extensively in many scientific fields, to model observed data and as the basis for hypothesis tests. The use of such models requires specification of a design matrix, and subsequent formulation of contrasts representing scientific hypotheses of interest. Proper execution of these steps requires a thorough understanding of the meaning of the individual coefficients, and is a frequent source of uncertainty for end users. Here, we present an R/Bioconductor package, ExploreModelMatrix, which enables interactive exploration of design matrices and linear model diagnostics. Given a sample data table and a desired design formula, the package displays how the model coefficients are combined to give the fitted values for each combination of predictor variables, which allows users to both extract the interpretation of each individual coefficient, and formulate desired linear contrasts. In addition, the interactive interface displays informative characteristics for the regular linear model corresponding to the provided design, such as variance inflation factors and the pseudoinverse of the design matrix. We envision the package and the built-in collection of common types of linear model designs to be useful for teaching and self-learning purposes, as well as for assisting more experienced users in the interpretation of complex model designs.

Theory of mind and decision science: Towards a typology of tasks and computational models

The ability to form a Theory of Mind (ToM), i.e., to theorize about others' mental states to explain and predict behavior in relation to attributed intentional states, constitutes a hallmark of human cognition. These abilities are multi-faceted and include a variety of different cognitive sub-functions. Here, we focus on decision processes in social contexts and review a number of experimental and computational modeling approaches in this field. We provide an overview of experimental accounts and formal computational models with respect to two dimensions: interactivity and uncertainty. Thereby, we aim at capturing the nuances of ToM functions in the context of social decision processes. We suggest there to be an increase in ToM engagement and multiplexing as social cognitive decision-making tasks become more interactive and uncertain. We propose that representing others as intentional and goal directed agents who perform consequential actions is elicited only at the edges of these two dimensions. Further, we argue that computational models of valuation and beliefs follow these dimensions to best allow researchers to effectively model sophisticated ToM-processes. Finally, we relate this typology to neuroimaging findings in neurotypical (NT) humans, studies of persons with autism spectrum (AS), and studies of nonhuman primates.

Need for Cognition, Transportability, and Engagement with Interactive Narratives

Objective: Games for heath can take the form of interactive narratives, or stories in which readers have the option to make decisions about the direction of the plot. Individual differences may affect the extent to which individuals become engaged in such narratives. Materials and Methods: In two studies, we randomly assigned participants to read either a traditional linear narrative or an interactive version of the same narrative. We examined the influence of need for cognition (NFC) and transportability (the extent to which individuals tend to become immersed in narratives) on transportation, character identification, and perceived realism. Results: Transportability led to higher perceptions of realism in the interactive narrative in Study 1, but this effect was not replicated in Study 2. In Study 1, higher NFC led to greater identification in the interactive narrative; in Study 2, higher NFC led to greater transportation into the interactive narrative. Conclusion: Greater willingness to exert mental effort may lead to greater immersion in interactive narratives.

"Twisting fingers": The case for interactivity in typed language production

Despite the obvious linguistic nature of typing, current psychological models of typing are, to a large extent, divorced from models of spoken language production. This gap has left unanswered many questions regarding the cognitive architecture of typing. In this article we advocate the use of a psycholinguistic framework for studying typing, by showing that such a framework could reveal important similarities and differences between spoken and typed production. Specifically, we investigated the interaction between the lexical and postlexical layers by using a phenomenon known in spoken production as the "repeated-phoneme effect." Participants typed four-word sequences of "finger-twisters" (equivalent to tongue-twisters in spoken production), in which the vowel in the last two words was either repeated (e.g., "fog top") or not (e.g., "fog tip"). We found reliably more migration errors between the consonants of the two typed words when the vowel was repeated, even after the effect of phonology was accounted for. This finding is compatible with an interactive typing system in which postlexical representations send feedback to lexical representations and reveals similar dynamics between spoken and typed production. Additional analyses showed further similarities to spoken production, such as distinct lexical and postlexical error categories, but also revealed that typing errors were much more likely than spoken errors to violate phonotactic constraints. These results provide the first demonstration of feedback between the postlexical and lexical layers in typing, and more generally demonstrate the utility of adopting a psycholinguistic framework tailored specifically to the study of typing.

When Representation Becomes Reality: Interactive Digital Media and Symbolic Development

One challenge of using an interesting object such as a scale model as a symbol for something else is children's deep interest in the object itself. Attending to the model (the symbol) as a toy, children do not use information about where in the model a tiny dog is hiding to mentally represent where a larger dog is hiding in the full-sized room (the referent). Young children use pictures in this way because they are relatively uninteresting as objects. Today, interactive images on touchscreens function as virtual objects on which to act and which respond to the user's actions. In this chapter, we examine how interactive symbolic media (e.g., touchscreens, video chat, augmented reality) might affect children's symbolic development and the way that psychologists think about representational objects. Young children's learning about and from interactive media may depend upon adults scaffolding children's use of these new cultural tools.

Numbers in action: individual differences and interactivity in mental arithmetic

Previous research indicates that interactive arithmetic tasks may alleviate the deleterious impact of maths anxiety on arithmetic performance. Our aim here was to further test the impact of interactivity on maths-anxious individuals and those with poorer numeracy skills. In the experiment reported here participants completed sums in two interactivity contexts. In a low-interactivity condition, sums were completed with hands down. In a second, high-interactivity condition, participants used moveable number tokens. As anticipated, accuracy and efficiency were greater in the high compared to the low-interactivity condition. Correlational analyses indicated that maths anxiety, objective numeracy, measures of maths expertise and working memory were stronger predictors of performance in the low- than in the high-interactivity conditions. Interactivity transformed the deployment of arithmetic skills, improved performance, and reduced the gap between high- and low-ability individuals. These findings suggest that traditional psychometric efforts that identify the cognitive capacities and dispositions involved in mental arithmetic should take into account the degree of interactivity afforded by the task environment.

Interactivity mitigates the impact of working memory depletion on mental arithmetic performance

Doing long sums in the absence of complementary actions or artefacts is a multistep procedure that quickly taxes working memory; congesting the phonological loop further handicaps performance. In the experiment reported here, participants completed long sums either with hands down – the low interactivity condition – or by moving numbered tokens – the high interactivity condition – while they repeated “the” continuously, loading the phonological loop, or not. As expected, interactivity and articulatory suppression substantially affected performance; critically, the effect of articulatory suppression was stronger in the low than in the high interactivity condition. In addition, an independent measure of mathematics anxiety predicted the impact of articulatory suppression on performance only in the low (not high) interactivity condition. These findings suggest that interactivity augmented overall or systemic working memory resources and diminished the effect of mathematics anxiety, underscoring the importance of characterizing the properties of the system as it is configured by the dynamic agent-environment coupling

Combining user logging with eye tracking for interactive and dynamic applications

User evaluations of interactive and dynamic applications face various challenges related to the active nature of these displays. For example, users can often zoom and pan on digital products, and these interactions cause changes in the extent and/or level of detail of the stimulus. Therefore, in eye tracking studies, when a user's gaze is at a particular screen position (gaze position) over a period of time, the information contained in this particular position may have changed. Such digital activities are commonplace in modern life, yet it has been difficult to automatically compare the changing information at the viewed position, especially across many participants. Existing solutions typically involve tedious and time-consuming manual work. In this article, we propose a methodology that can overcome this problem. By combining eye tracking with user logging (mouse and keyboard actions) with cartographic products, we are able to accurately reference screen coordinates to geographic coordinates. This referencing approach allows researchers to know which geographic object (location or attribute) corresponds to the gaze coordinates at all times. We tested the proposed approach through two case studies, and discuss the advantages and disadvantages of the applied methodology. Furthermore, the applicability of the proposed approach is discussed with respect to other fields of research that use eye tracking-namely, marketing, sports and movement sciences, and experimental psychology. From these case studies and discussions, we conclude that combining eye tracking and user-logging data is an essential step forward in efficiently studying user behavior with interactive and static stimuli in multiple research fields.

Perception of Medical Students about Communication Skills Laboratory (CSL) in a Rural Medical College of Central India

INTRODUCTION

"The art of medicine is intricately tied to the art of communication." In traditional medical curriculum, communication is not taught formally and this leads to a gap in reliability and consistency of the teaching. Few studies have shown that much litigation against doctors is due to lack of communication and not because of lack of clinical expertise. Considering the importance of training in communication skills, it was included in the curriculum of students of DMIMS (DU), which has got probably the first communication skills lab in a medical college in India.

AIM

To study the perception of medical students about usefulness of communication skills lab.

MATERIALS AND METHODS

This observational study was carried out at Communication Skills Lab (CSL) of Jawaharlal Nehru Medical College, Sawangi (M), Wardha, Maharasthra. Feedback was obtained with the help of a prevalidated questionnaire from 65 final MBBS students about their perception about utility of the module taught in the CSL including factors which helped and which hindered in learning. Descriptive statistics was used for the quantitative data and categorization for qualitative data.

RESULTS

A total of 78.46% students were of the idea that CSL posting is must for all medical undergraduates. A 93.83% perceive that the module taught was very relevant and useful and were satisfied with the duration of posting (81.47%). A 78.46% students experienced improvement in their communication skills. They opined that more emphasis should be given on communication between doctor and patient (61.53%).

CONCLUSION

The students found communication skills lab very useful. They desired more emphasis on communication between doctor and patient and sought more interactivity, video demonstrations to be part of the module.

Nonverbal communication and conversational contribution in breast cancer genetic counseling: are counselors' nonverbal communication and conversational contribution associated with counselees' satisfaction, needs fulfillment and state anxiety in breast cancer genetic counseling?

OBJECTIVE

The current study aimed to examine how counselors' nonverbal communication (i.e. nonverbal encouragements and counselee-directed eye gaze) and conversational contribution (i.e. verbal dominance and interactivity) during the final visit within breast cancer genetic counseling relate to counselee satisfaction, needs fulfillment and anxiety.

METHODS

Breast cancer counselees (N=85) completed questionnaires measuring satisfaction, needs fulfillment and anxiety after the final consultation and anxiety before the initial visit. Consultations were videotaped. Counselor nonverbal encouragements and counselee-directed eye gaze were coded. Verbal dominance and interactivity were measured using the Roter Interaction Analysis System (RIAS).

RESULTS

More counselor nonverbal encouragements and higher counselor verbal dominance were both significantly related to higher post-visit anxiety. Furthermore, counselor verbal dominance was associated with lower perceived needs fulfillment. No significant associations with eye gaze and interactivity were found.

CONCLUSION

More research is needed on the relationship between nonverbal encouragements and anxiety. Given the unfavorable association of counselor verbal dominance with anxiety and needs fulfillment, more effort could be devoted to involve counselees in the dialog and reduce the counselor's verbal contribution during the consultation.

PRACTICE IMPLICATIONS

Interventions focused on increasing counselees' contribution in the consultation may be beneficial to counselees.