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Using Computer-Assisted Test to Harmlessly Improve the Efficiency of Heterogeneous Grouping in Collaborative Learning

Jason Rutter - Wed, 06/01/2010 - 12:29
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New entry in Digiplay games research bibliography:

Collaborative learning can bring many benefits when groups of students work together in writing, projects, or other activities. However there are disadvantages of collaborative learning. One of the disadvantages is that the time spent on learning a topic could be unbelievable. To improve the efficiency of a collaborative learning activity, this study used computer-assisted test for the heterogeneous grouping stage. Unfortunately, any test may increase students' learning anxiety. Therefore, the study aims to find out how to improve efficiency of collaborative learning activities in a classroom without losing the expected objectives. First, the Team-Game-Tournament (TGT) collaborative learning strategy was selected to complement the computer-assisted test. Then, we can use a questionnaire to show that there is no significant increase on learning anxiety after using computer-assisted testing. It? other words, additional testing in collaborative learning is harmless to students' learning anxiety. Finally, the time spent on learning a topic of experimental group was compared with control group to demonstrate the improvement of efficiency. The most interesting part of this study is showing computer-assisted test as a useful tool for computer-supported collaborative learning.

Changes in the P300 amplitude under the influence of "aggressive" computer game in adolescents with different levels of initial aggression and conflicting behavior

Jason Rutter - Mon, 03/12/2007 - 09:10
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New entry in Digiplay games research bibliography:

Dynamic changes in the amplitude of component P300 of the evoked potentials in different cortical areas were studied as an index of activity of cortical structures responsible for actualization of a computer game with aggressive content with regard for the level of initial aggression and conflict in behavior of adolescent subjects. Dynamic changes in anxiety and aggression evoked by playing an "aggressive" computer game were shown to be dependent on the initial level of aggression and conflict. An increase in P300 in the frontal and orbitofrontal areas of both hemispheres was observed in adolescents with initially high level of aggression and conflict. In adolescents with initially low aggression and conflict, P300 decreased bilaterally in the frontal areas and did not change significantly in the orbitofrontal areas. These findings testify to the bilateral frontal top-down control over negative emotions.

Computer User Training and Attitudes: A Study of Business Undergraduates

Jason Rutter - Mon, 09/04/2007 - 10:55
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New entry in Digiplay games research bibliography:

For many users, the first real encounter with a computer occurs when taking an introductory course to computers at a college. To the extent that these training courses impact user understanding and motivation, they are important determinants of the user attitudes towards computers and merit serious assessment. Using 327 business undergraduates at two universities in the US, this paper reports on the reactions of students to computers and computer-related tasks before and after an introductory course to computers. Responses to a 20-item scale were analysed to examine the pattern of attitude change experienced by students in their training course. Factor analysis revealed five constructs for describing patterns of computer user attitude: negative reaction to computers; positive reaction to computers; reaction to computers for children education; reaction to computer-mediated services; and reaction to computer games. Four factors show significant change in mean scores after the training courses. The attitudes changed for males more than females, indicating improvement in attitudes. The respondents' attitude to computer-mediated services remained unchanged. While the directions of changes indicate an overall improvement in respondents' reactions, many attitudes did not change significantly after having taken the training courses. This may be due to the content or the format of these courses.

Simulation and virtual reality in medical education and therapy: A protocol

Jason Rutter - Wed, 21/03/2007 - 17:35
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New entry in Digiplay games research bibliography:

Continuing medical education has historically been provided primarily by didactic lectures, though adult learners prefer experiential or self-directed learning. Young physicians have extensive experience with computer-based or "video" games, priming them for medical education-and treating their patients-via new technologies. We report our use of standardized patients (SPs) to educate physicians on the diagnosis and treatment of biological and chemical warfare agent exposure. We trained professional actors to serve as SPs representing exposure to biological agents such as anthrax and smallpox. We rotated workshop participants through teaching stations to interview, examine, diagnose and treat SPs. We also trained SPs to simulate a chemical mass casualty (MASCAL) incident. Workshop participants worked together to treat MASCAL victims, followed by discussion of key teaching points. More recently, we developed computer-based simulation (CBS) modules of patients exposed to biological agents. We compare the strengths and weaknesses of CBS vs. live SPs. Finally, we detail plans for a randomized controlled trial to assess the efficacy of virtual reality (VR) exposure therapy compared to pharmacotherapy for post-traumatic stress disorder (PTSD). PTSD is associated with significant disability and healthcare costs, which may be ameliorated by the identification of more effective therapy.

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