ORCID Profile
0000-0003-0449-7934
Current Organisations
Macquarie University
,
Université Toulouse Jean Jaurès
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Publisher: MDPI AG
Date: 03-03-2022
DOI: 10.3390/JCM11051398
Abstract: Classical surgical education has to face both a forensic reality and a technical issue: to train a learner in more complex techniques in an increasingly short time. Moreover, surgical training is still based on an empirical hierarchical relationship in which learners must reproduce a sequence of actions in a situation of strong emotional pressure. However, the effectiveness of learning and its quality are linked to the emotional states in which learners find themselves. Among these emotions, epistemic confusion can be found that arises in complex learning situations where there is a cognitive imbalance related to the comprehension of the task, and which results from a rupture between the pre-established patterns of the learner and the new learning task. Although one knows that confusion can have a beneficial or a negative impact on learning, depending on whether it is well regulated or not, the factors that can influence it positively are still poorly understood. Thus, the objective of this experiment is to assess the impact of confusion on the learning of a surgical procedure in an augmented reality context and to determine if this impact varies according to the feedback given to the learners and according to the occurrence of disruptive events. Medical externs were recruited (N = 15) who were required to perform a suturing task on a simulator and whose performance was measured using a Motion Capture (MoCap) system. Even though the statistical analyzes did not allow a conclusion to be reached, the protocol already established makes it possible to consider a longer-term study that will allow (by increasing the number of sessions and the number of participants) more significant results to be obtained in order to develop new surgical learning protocols. This preliminary study opens a new field of research on the influence of epistemic emotions, and more particularly of confusion, which is likely to upset traditional surgical teaching, and is based on negative conditioning and strong emotions with negative valence as well as stress and coercion.
Publisher: Informa UK Limited
Date: 05-04-2019
Publisher: Springer Science and Business Media LLC
Date: 07-06-2022
DOI: 10.1007/S00426-021-01533-2
Abstract: In everyday life, we remember together often. Surprisingly, research reliably shows costs of collaboration. People remember less in groups than the same number of in iduals remember separately. However, there is evidence that some groups are more successful than others, depending on factors such as group relationship and verbal communication strategies. To understand further the characteristics of more successful vs. less successful collaborative groups, we examined whether non-verbal eye gaze behaviour was associated with group outcomes. We used eye tracking glasses to measure how much collaborating dyads looked at each other during collaborative recall, and examined whether in idual differences in eye- and face-directed gaze were associated with collaborative performance. Increased eye- and face-directed gaze was associated with higher collaborative recall performance, more explicit strategy use, more post-collaborative benefits, and increased memory overlap. However, it was also associated with pre-collaborative recall, indicating that gaze during collaboration may at least partially reflect pre-existing abilities. This research helps elucidate in idual differences that underlie the outcomes of collaborative recall, and suggests that non-verbal communication differentiates more vs. less successful collaborative groups.
Publisher: Springer Science and Business Media LLC
Date: 03-03-2022
DOI: 10.1007/S10639-022-10921-Z
Abstract: Computational thinking – the ability to reformulate and solve problems in ways that can be undertaken by computers – has been heralded as a foundational capability for the 21st Century. However, there are potentially different ways to conceptualise and measure computational thinking, for instance, as generalized problem solving capabilities or as applied practice during computer programming tasks, and there is little evidence to substantiate whether higher computational thinking capabilities using either of these measures result in better quality computer programs. This study examines the relationship between different forms of computational thinking and two different measures of programming quality for a group of 37 pairs of pre-service teachers. General computational thinking capabilities were measured using Bebras tests, while applied computational thinking processes were measured using a Computational Thinking Behavioural Scheme. The quality of computer programs was measured using a qualitative rubric, and programs were also assessed using the Dr Scratch auto-grading platform. The Test of Nonverbal Intelligence (3rd edition, TONI-3) was used to test for confounding effects. While significant correlations between both measures of computational thinking and program quality were detected, regression analysis revealed that only applied computational thinking processes significantly predicted program quality (general computational thinking capability and non-verbal intelligence were not significant predictors). The results highlight the importance of students developing applied computational thinking procedural capabilities more than generalized computational thinking capabilities in order to improve the quality of their computer programs.
Publisher: ACM
Date: 02-07-2018
Publisher: JMIR Publications Inc.
Date: 13-08-2013
DOI: 10.2196/RESPROT.2695
Publisher: Australasian Society for Computers in Learning in Tertiary Education
Date: 15-12-2016
DOI: 10.14742/AJET.3060
Abstract: Research on incidence of and changes in confusion during complex learning and problem-solving calls for advanced methods of confusion detection in digital learning environments (DLEs). In this study we attempt to address this issue by investigating the use of multiple measures, including psychophysiological indicators and self-ratings, to detect confusion in DLEs. Participants were subjected to two intrinsically confusing insight problems in the form of visual digital puzzles. They were asked to solve problems while their eye trajectories were recorded and these data were triangulated with self-ratings of confusion and cued retrospective verbal reports. All participants had a significant increase in fixations on relevant (i.e., related to the solution) and not-relevant areas at an early stage of the problem-solving process. However, only fixations on not-relevant areas were positively correlated with confusion ratings. Moreover, participants who significantly solved the problem differed in their fixations duration on relevant and not-relevant areas from non-solvers. The importance of early detection of confusion and the affordances of emerging technologies for this purpose are discussed.
Publisher: Frontiers Media SA
Date: 28-06-2018
Publisher: Elsevier BV
Date: 03-2009
Publisher: Informa UK Limited
Date: 27-10-2016
Publisher: Informa UK Limited
Date: 15-06-2020
Publisher: JMIR Publications Inc.
Date: 15-12-2015
DOI: 10.2196/JMIR.4734
Publisher: Frontiers Media SA
Date: 31-01-2019
Publisher: JMIR Publications Inc.
Date: 06-05-2013
DOI: 10.2196/JMIR.2414
Publisher: CAIRN
Date: 18-09-2008
DOI: 10.3917/TH.713.0253
Publisher: SAGE Publications
Date: 21-10-2017
Abstract: Confusion is an emotion that is likely to occur while learning complex information. This emotion can be beneficial to learners in that it can foster engagement, leading to deeper understanding. However, if learners fail to resolve confusion, its effect can be detrimental to learning. Such detrimental learning experiences are particularly concerning within digital learning environments (DLEs), where a teacher is not physically present to monitor learner engagement and adapt the learning experience accordingly. However, with better information about a learner’s emotion and behavior, it is possible to improve the design of interactive DLEs (IDLEs) not only in promoting productive confusion but also in preventing overwhelming confusion. This article reviews different methodological approaches for detecting confusion, such as self-report and behavioral and physiological measures, and discusses their implications within the theoretical framework of a zone of optimal confusion. The specificities of several methodologies and their potential application in IDLEs are discussed.
Publisher: JMIR Publications Inc.
Date: 23-09-2013
DOI: 10.2196/JMIR.2682
Publisher: Elsevier BV
Date: 10-2005
Publisher: Oxford University Press (OUP)
Date: 08-07-2014
DOI: 10.1136/AMIAJNL-2014-002841
Abstract: Objective Our aim was to evaluate the use and effectiveness of interventions using social networking sites (SNSs) to change health behaviors. Materials and methods Five databases were scanned using a predefined search strategy. Studies were included if they focused on patients/consumers, involved an SNS intervention, had an outcome related to health behavior change, and were prospective. Studies were screened by independent investigators, and assessed using Cochrane's ‘risk of bias’ tool. Randomized controlled trials were pooled in a meta-analysis. Results The database search retrieved 4656 citations 12 studies (7411 participants) met the inclusion criteria. Facebook was the most utilized SNS, followed by health-specific SNSs, and Twitter. Eight randomized controlled trials were combined in a meta-analysis. A positive effect of SNS interventions on health behavior outcomes was found (Hedges’ g 0.24 95% CI 0.04 to 0.43). There was considerable heterogeneity (I2 = 84.0% T2 = 0.058) and no evidence of publication bias. Discussion To the best of our knowledge, this is the first meta-analysis evaluating the effectiveness of SNS interventions in changing health-related behaviors. Most studies evaluated multi-component interventions, posing problems in isolating the specific effect of the SNS. Health behavior change theories were seldom mentioned in the included articles, but two particularly innovative studies used ‘network alteration’, showing a positive effect. Overall, SNS interventions appeared to be effective in promoting changes in health-related behaviors, and further research regarding the application of these promising tools is warranted. Conclusions Our study showed a positive effect of SNS interventions on health behavior-related outcomes, but there was considerable heterogeneity. Protocol registration The protocol for this systematic review is registered at www.crd.york.ac.uk/PROSPERO with the number CRD42013004140.
Publisher: Elsevier BV
Date: 10-2018
DOI: 10.1016/J.AAP.2018.06.012
Abstract: There is growing interest in young driver training that addresses age-related factors, including incompletely developed impulse control. Two studies investigated whether training of response inhibition can reduce risky simulated driving in young drivers (aged 16-24 years). Each study manipulated aspects of response inhibition training then assessed transfer of training using simulated driving measures including speeding, risky passing, and compliance with traffic controls. Study 1 (n = 65) used a Go/No-go task, Stop Signal Task and a Collision Detection Task. Designed to promote engagement, learning, and transfer, training tasks were driving-relevant and adaptive (i.e. difficulty increased as performance improved), included performance feedback, and were distributed over five days. Control participants completed matching "filler" tasks. Performance on trained tasks improved with training, but there was no significant improvement in simulated driving. Study 2 enhanced response inhibition training using Go/No-go and SST tasks, with clearer performance feedback, and 10 days of training. Control participants completed testing only, in order to avoid any possibility of training response inhibition in the filler tasks. Again performance on trained tasks improved, but there was no evidence of transfer of training to simulated driving. These findings suggest that although training of sufficient interest and duration can improve response inhibition task performance, a training schedule that is likely to be acceptable to the public does not result in improvements in simulated driving. Further research is needed to investigate whether response inhibition training can improve risky driving in the context of real-world motivations for risky driving.
Publisher: Wiley
Date: 06-10-2018
DOI: 10.1111/JEP.12655
Abstract: The aim of this review was to identify general theoretical frameworks used in online social network interventions for behavioral change. To address this research question, a PRISMA-compliant systematic review was conducted. A systematic review (PROSPERO registration number CRD42014007555) was conducted using 3 electronic databases (PsycINFO, Pubmed, and Embase). Four reviewers screened 1788 abstracts. 15 studies were selected according to the eligibility criteria. Randomized controlled trials and controlled studies were assessed using Cochrane Collaboration's "risk-of-bias" tool, and narrative synthesis. Five eligible articles used the social cognitive theory as a framework to develop interventions targeting behavioral change. Other theoretical frameworks were related to the dynamics of social networks, intention models, and community engagement theories. Only one of the studies selected in the review mentioned a well-known theory from the field of health psychology. Conclusions were that guidelines are lacking in the design of online social network interventions for behavioral change. Existing theories and models from health psychology that are traditionally used for in situ behavioral change should be considered when designing online social network interventions in a health care setting.
No related grants have been discovered for Amaël Arguel.