Model-Based Design and Evaluation of Interactive Applications (Applied Computing)

Model-based design of interactive applications

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Techniques for Machine Translation Arturo Trujillo. Evolutionary Web Development Arno Scharl. Multimedia Systems Tim Morris. Table of contents 1. Structure of the book and intended audience. Other sources of information. The cycle of Norman. Task Analysis methods UAN. Support for task identification in informal scenarios. Additional Information Associated with Tasks. Structuring the Task Model. There was excellent interrater reliability between the 2 raters, with a high intraclass correlation coefficient ICC of.

This scale was adapted and modified from the e-learning systems success ELSS scale [ 22 ]. The study obtained a high internal consistency of this scale with Cronbach alpha at.

Two questions were added to allow for open-ended comments. Differences in demographic characteristics between the two groups were examined by a chi-square test and t test. Interrater reliability was assessed using ICC. Changes between baseline and posttest scores were determined by a paired t test.

Analysis of covariance ANCOVA was performed to evaluate the posttest scores between groups with baseline scores as a covariate. The comments for the two open-ended questions were coded and analyzed for recurring themes. This supported the randomization and homogeneity of the participants between the groups. Figure 3 shows that the clinical performance pretest scores did not differ significantly between the experimental and control groups.

No significant difference was found between the clinical performance pretest and posttest scores for the control group. Three themes with categories emerged from the written comments on the most valuable aspects of the Web-based simulation: Three main themes emerged on ways to improve the WBL program: The development of these competencies required the hospital nurses to apply and integrate a broad range of knowledge, skills, and attitudes. In this study, we developed a Web-based simulation that provided opportunities for the learners to work on authentic nursing activities in an authentic learning environment.

Authentic activities are tasks learners perform in solving real-life problems [ 23 ].

An authentic environment resembling a hospital ward was developed to enhance the learning experience. By providing a context that reflects the way knowledge and skills will be used in actual life, the authentic learning environment stimulates the learners to develop competencies relevant to their working lives [ 24 ]. The nurses valued the instructional strategies as well as the problem-solving skills fostered through the learning process.

The importance of incorporating a variety of activities to gain and sustain learner attention was identified as a key element in a motivation model of instructional design [ 25 ]. Drawing on the experiential learning theory [ 27 ], the virtual patients in the Web-based simulation provided opportunities for the learners to apply their knowledge through practice in multiple scenarios.

Each scenario involved the application of knowledge to problem solve the deteriorating virtual patient by collecting and integrating patient assessment data to arrive at a nursing diagnosis and provide nursing interventions. The use of virtual patients in professional health education has been attributed to the development of clinical reasoning [ 28 - 30 ]. The outcome of this study sheds light on the effectiveness of applying several instructional design strategies based on tested theories in the acquisition of clinical competency.

This calls on educators to apply these strategies in the design and implementation of e-learning. Our findings are consistent with several previous studies that demonstrated the effectiveness of WBL in improving learning outcomes when compared with no intervention [ 9 , 31 ].

Fabio Paterno's Model-Based Design and Evaluation of Interactive PDF

Although evidence from previous studies did not indicate the superiority of WBL over other non-computer training methods, it has been shown to be at least as good as, if not better than, instructor-led methods [ 32 ] including mannequin-based simulation [ 15 ]. Our study demonstrated that, with advances in multimedia, the features of mannequin-based simulation can be built into the Web-based simulation through the use of virtual patients.

A systematic review identified that the use of instructional design features including interactivity, practice exercises, repetition, and feedback can favorably influence learning outcomes [ 32 ]. These features, which are also used in mannequin-based simulation, were employed in the design of the virtual patients. Learners had the opportunity to engage with the virtual patient in multiple and varied scenarios to enable them to gain repetitive practice.

However, compared with mannequin-based simulation, Web-based simulation would be a viable option in institutions where large numbers of learners have to be trained. Given the requirements for simulation facilities, facilitators, and small-group learning, mannequin-based simulation has constraints in providing scalable and sustainable training [ 34 ].

In contrast, Web-based simulation allows repetitive training, which is absolutely essential for achieving long-term retention of clinical competency [ 7 ]. Although Web-based simulation has fewer constraints than mannequin-based simulation, it should not be seen as a substitute for mannequin-based simulation. Both are different learning strategies but could be used as complementary learning tools, forming part of a blended-learning strategy to optimize clinical competency gains [ 7 , 35 ]. A rigorous research methodology, RCT, was used to evaluate the learning outcomes.

However, the quality of the evidence could be limited by the no-intervention control group. Given that this study is looking at the development of a new WBL program for hospital nurses, the no-intervention controlled study is still considered valuable in the early stages of an innovation. The survey evaluation, particularly the qualitative data, shed light on the value of the program and ways to enhance it. Comparisons of other WBL instructional designs could be conducted in future studies to enhance the program in the future. However, due to logistic constraints, we did not measure the long-term retention of clinical performances, which can deteriorate over time.

Future studies could evaluate this competence over a longer period of time. The present study may have shown the effectiveness of Web-based simulation in the context of transferring learning from the Web-based to the simulated environment. Moving forward, future studies could determine the higher-order outcomes of the program on actual clinical practice by evaluating nurse behaviors in practice and their effects on patient care.

Marco Winckler

Changes in health care delivery mean that nurse educators need to ensure the competency of all hospital nurses in acute nursing care for optimal patient care outcomes. A broad array of instructional strategies based on tested theories, including animation video, multimedia instructional material, virtual patient, and online quizzes, were incorporated into the interactive multimedia Web-based simulation. This study provides evidence for the acceptance of this Web-based simulation for continuing nursing education among hospital nurses. Nurse educators can use Web-based learning technology to improve the efficiency and effectiveness of educational intervention in the face of pedagogical challenges, especially those posed by mannequin-based simulation.

More research is needed to inform the effective use of Web-based simulation by aligning and optimizing its use with other educational technologies, as part of a blended-learning strategy. The authors would like to thank the nurses of the National University Hospital for their assistance with this study; the Centre for Healthcare Simulation for their support with this study; and the NUHS Medical Publications Support Unit, Singapore, for providing editing services for this manuscript.

The first author is the owner and developer of the simulation software. National Center for Biotechnology Information , U. J Med Internet Res. Published online Jan Reviewed by Mary Mancini and Scott Erdley. Sok Ying Liaw gs. Originally published in the Journal of Medical Internet Research http: This is an open-access article distributed under the terms of the Creative Commons Attribution License http: The complete bibliographic information, a link to the original publication on http: This article has been corrected.

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See J Med Internet Res. This article has been cited by other articles in PMC. Abstract Background Web-based learning is becoming an increasingly important instructional tool in nursing education. Methods Authentic nursing activities were developed in a Web-based simulation using a variety of instructional strategies including animation video, multimedia instructional material, virtual patients, and online quizzes. Introduction Acquiring nursing competencies in assessing and managing acutely ill patients has been identified as a crucial learning goal in the acute care hospital to reduce the occurrence of adverse events such as cardiopulmonary arrest [ 1 , 2 ].

Methods Overview The instructional design model developed by Smith and Ragan [ 20 ] was used to guide the design, development, and evaluation of the interactive multimedia Web-based simulation. Analysis Learners The targeted learners were registered nurses RNs who have acquired either a diploma or baccalaureate nursing degree. Learning Tasks An important learning task to help nurses recognize the early signs of patient deterioration involves understanding the physiological compensatory mechanism and pathophysiology underpinning changes in vital signs.

Learning Context An educational program using simulation was implemented in a Singapore acute care hospital to support early recognition of and intervention in patient deterioration. Strategy Overview The learning objectives guided the development of the learning content. Open in a separate window. Acquisition of Knowledge Information about the underlying physiological signs of patient deterioration is presented in an animation showing two nurses in conversation Figure 1 b.

Practice and Feedback Virtual patient simulation is designed to give learners the opportunity to gain practical experience related to the information being learned. Formative Assessment Formative assessment is seamlessly integrated with the simulation activity.

Evaluation Design and Sample A prospective, randomized controlled trial RCT with a pretest-posttest design was conducted from November to December Procedure Figure 2 depicts the flow of the study procedure. Strengths and Limitations A rigorous research methodology, RCT, was used to evaluate the learning outcomes. Conclusions Changes in health care delivery mean that nurse educators need to ensure the competency of all hospital nurses in acute nursing care for optimal patient care outcomes.

Acknowledgments The authors would like to thank the nurses of the National University Hospital for their assistance with this study; the Centre for Healthcare Simulation for their support with this study; and the NUHS Medical Publications Support Unit, Singapore, for providing editing services for this manuscript. Multimedia Appendix 1 Multimedia interactive Web-based simulation. Click here to view.

Footnotes Conflicts of Interest: A multi-professional full-scale simulation course in the recognition and management of deteriorating hospital patients. A review of educational strategies to improve nurses' roles in recognizing and responding to deteriorating patients. Aust J Rural Health. A simulation-based educational program on recognizing, responding and reporting of physiological signs of deterioration.

Constructivist values for instructional systems design: Educational Technology Research and Development. Design of an authentic e-learning environment.

Benefits of computer screen-based simulation in learning cardiac arrest procedures. Using the WWW to teach undergraduate nurses clinical communication. Impact of e-learning on nurses' and student nurses' knowledge, skills, and satisfaction: Int J Nurs Stud. Nurses' perceptions of online continuing education. The promise of multimedia learning. The Cambridge Handbook of Multimedia Learning.

Cambridge University Press; Professional education using e-simulations: Agency for Healthcare Research and Quality. What does it show? Simulation in the Internet age: The place of Web-based simulation in nursing education.

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