ORCID Profile
0000-0002-0422-4867
Current Organisation
Bond University
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Publisher: IEEE
Date: 04-2017
Publisher: Australasian Society for Computers in Learning in Tertiary Education
Date: 04-11-2022
DOI: 10.14742/AJET.7997
Abstract: Mobile learning is well established in literature and practice, but under-evolved from a rigorous learning design perspective. Activity theory presents a sophisticated way of mapping and understanding learning design, but for mobile learning this does not always translate into change in practice. The reported research addresses this by coupling a mobile learning specific approach to activity theory with a practice-based framework: the design for transformative mobile learning framework mapped to the pedagogy-andragogy-heutagogy continuum matrix (the DTML-PAH Matrix). Seven case studies are analysed using this approach and presented narratively along with framework informed analysis. Findings include that the DTML-PAH Matrix can be used to provide clearer implications and guidance for mobile learning practice, and that the DTML-PAH Matrix can also be guided by the practice over time. Implications for further research and practice are discussed. Implications for practice or policy: Provide technological and pedagogical scaffolds to students. Learning designs should focus upon enabling elements of learner agency and creativity. To develop learning solutions to real world problems utilise a design-based research approach. Create authentic collaborative learning activities and tasks. Integrate mobile learning affordances in the design of the course and curriculum.
Publisher: IEEE
Date: 2005
Publisher: Association for Learning Technology
Date: 11-05-2020
Publisher: Springer Singapore
Date: 2020
Publisher: Association for Learning Technology
Date: 16-01-2020
Publisher: IEEE
Date: 06-2020
Publisher: Springer Science and Business Media LLC
Date: 03-10-2023
Publisher: MDPI AG
Date: 29-01-2018
DOI: 10.3390/INFO9020029
Publisher: Oxford University Press (OUP)
Date: 27-07-2023
Abstract: This scoping review explores the use of extended reality (virtual, augmented, and mixed reality) within sleep health, sleep medicine, and sleep research. It aims to provide insight into current uses and implementation considerations whilst highlighting directions for future research. A systematic scoping review was undertaken informed by the preferred reporting items for systematic reviews and meta-analyses for scoping reviews and Johanna Briggs Institute. The use of virtual reality (VR) as a research tool in the investigation of areas such as dreaming and memory reactivation is growing. Thirty-one articles were identified in total with 20 utilizing VR to improve sleep as a clinical intervention. Research exploring the utility of VR as a clinical intervention in various patient populations and clinical settings is therefore warranted. Researchers and clinicians should ensure that extended reality interventions are developed based on clinical reasoning and informed by evidence of both sleep medicine and the effects of virtual and augmented reality. Where possible future research should utilize up-to-date technology and reporting frameworks to assist in the translation of research into clinical practice.
Publisher: ACM
Date: 04-12-2018
Publisher: Office of the Academic Executive Director, University of Tasmania
Date: 16-08-2023
DOI: 10.53761/1.20.6.14
Abstract: Accessible and equitable education is a national priority recently highlighted by the Indian and Australian Governments. New developments in web-based architecture allow augmented reality (AR) lessons to be delivered via smartphone. Although educational technology is commonplace in the Australian curriculum, it is unclear if Indian tertiary students would be welcoming towards web-based mobile learning due to a historically slower uptake and only recent availability of connected devices in their educational system. This study evaluated feedback after using a web-deployed AR smartphone-based application across both Australia (70 participants) and India (100 participants) to see if this technology can assist in capacity building on a global scale. From thematic analyses on the provided feedback, it was identified that Australian students were more focused on the benefits received from the educational technology. In contrast, Indian students were far less critical of the embedded lesson, and more interested in the prospect of introducing the specific technology into their curricula. The data suggests that a rollout of web-based mobile AR for learning in countries more digitally-native should likely prioritise the content within it. Alternatively, for countries recently-introduced to educational technology, such as India, a rollout should focus on embedding the technology itself first. Although there is a risk of learners being distracted by the technology, smartphone web-based AR presents an excellent option to equitably provide a modern, innovative intervention, regardless of wealth, location, or status.
Publisher: Australasian Society for Computers in Learning in Tertiary Education
Date: 29-11-2017
DOI: 10.14742/AJET.3596
Abstract: There is growing evidence that the use of simulation in teaching is a key means of improving learning, skills, and outcomes, particularly for practical skills. In the health sciences, the use of high-fidelity task trainers has been shown to be ideal for reducing cognitive load and leading to enhanced learning outcomes. However, how do we make these task trainers available to students studying at a distance? To answer this question, this paper presents results from the implementation and sustained testing of a mobile mixed reality intervention in an Australian distance paramedic science classroom. The context of this mobile mixed reality simulation study, provided through a user-supplied mobile phone incorporating 3D printing, virtual reality, and augmented reality, is skills acquisition in airways management, focusing on direct laryngoscopy with foreign body removal. The intervention aims to assist distance education learners in practising skills prior to attending mandatory residential schools, building a baseline equality between those students who study face to face and those at a distance. Outcomes from the study showed statistically significant improvements in the use of the simulation across several key performance indicators in the distance learners, but also demonstrated problems to overcome in the pedagogical method.
Publisher: Springer Singapore
Date: 2019
Publisher: ACM
Date: 14-11-2019
Publisher: Springer Singapore
Date: 2020
Publisher: Cambridge University Press (CUP)
Date: 14-06-2021
DOI: 10.1017/JMO.2021.17
Abstract: The coronavirus disease 2019 (COVID-2019)-induced changes in the workplace present a timely opportunity for human resource management practitioners to consider and remediate the deleterious effects of noise, a commonly cited complaint of employees working in open-plan office (OPO) environments. While self-reports suggest that OPO noise is perceived as a stressor, there is little experimental research comprehensively investigating the effects of noise on employees in terms of their cognitive performance, physiological indicators of stress, and affect. Employing a simulated office setting, we compared the effects of a typical OPO auditory environment to a quieter private office auditory environment on a range of objective and subjective measures of well-being and performance. While OPO noise did not reduce immediate cognitive task performance compared to the quieter environment, it did reduce psychological well-being as evidenced by self-reports of mood, facial expressions of emotion, and physiological indicators of stress in the form of heartrate and skin conductivity. Our research highlights the importance of using a multimodal approach to assess the impact of workplace stressors such as noise. Such an approach will allow HR practitioners to make data-driven recommendations about the design and modification of workspaces to minimize negative effects and support employee well-being.
Publisher: Wiley
Date: 26-02-2021
DOI: 10.1002/ASE.2049
Publisher: IEEE
Date: 2014
Publisher: Routledge
Date: 07-12-2018
Publisher: Wiley
Date: 06-05-2013
DOI: 10.1002/ASE.1373
Abstract: This pilot study compared the use of an enriched multimedia eBook with traditional methods for teaching the gross anatomy of the heart and great vessels. Seventy-one first-year students from an Australian medical school participated in the study. Students' abilities were examined by pretest, intervention, and post-test measurements. Perceptions and attitudes toward eBook technology were examined by survey questions. Results indicated a strongly positive user experience coupled with increased marks however, there were no statistically significant results for the eBook method of delivery alone outperforming the traditional anatomy practical session. Results did show a statistically significant difference in the final marks achieved based on the sequencing of the learning modalities. With initial interaction with the multimedia content followed by active experimentation in the anatomy lab, students' performance was improved in the final test. Obtained data support the role of eBook technology in modern anatomy curriculum being a useful adjunct to traditional methods. Further study is needed to investigate the importance of sequencing of teaching interventions.
Publisher: Elsevier BV
Date: 10-2022
Publisher: Springer Science and Business Media LLC
Date: 28-08-2014
DOI: 10.1007/S11356-014-3408-4
Abstract: This study examines a matrix of synthetic water s les designed to include conditions that favour brominated disinfection by-product (Br-DBP) formation, in order to provide predictive models suitable for high Br-DBP forming waters such as salinity-impacted waters. Br-DBPs are known to be more toxic than their chlorinated analogues, in general, and their formation may be favoured by routine water treatment practices such as coagulation/flocculation under specific conditions therefore, circumstances surrounding their formation must be understood. The chosen factors were bromide concentration, mineral alkalinity, bromide to dissolved organic carbon (Br/DOC) ratio and Suwannee River natural organic matter concentration. The relationships between these parameters and DBP formation were evaluated by response surface modelling of data generated using a face-centred central composite experimental design. Predictive models for ten brominated and/or chlorinated DBPs are presented, as well as models for total trihalomethanes (tTHMs) and total dihaloacetonitriles (tDHANs), and bromide substitution factors for the THMs and DHANs classes. The relationships described revealed that increasing alkalinity and increasing Br/DOC ratio were associated with increasing bromination of THMs and DHANs, suggesting that DOC lowering treatment methods that do not also remove bromide such as enhanced coagulation may create optimal conditions for Br-DBP formation in waters in which bromide is present.
Publisher: Frontiers Media SA
Date: 30-09-2021
DOI: 10.3389/FRVIR.2021.713718
Abstract: As augmented reality (AR) and gamification design artifacts for education proliferate in the mobile and wearable device market, multiple frameworks have been developed to implement AR and gamification. However, there is currently no explicit guidance on designing and conducting a human-centered evaluation activity beyond suggesting possible methods that could be used for evaluation. This study focuses on human-centered design evaluation pattern for gamified AR using Design Science Research Methodology (DSRM) to support educators and developers in constructing immersive AR games. Specifically, we present an evaluation pattern for a location-based educational indigenous experience that can be used as a case study to support the design of augmented (or mixed) reality interfaces, gamification implementations, and location-based services. This is achieved through the evaluation of three design iterations obtained in the development cycle of the solution. The holistic analysis of all iterations showed that the evaluation process could be reused, evolved, and its complexity reduced. Furthermore, the pattern is compatible with formative and summative evaluation and the technical or human-oriented types of evaluation. This approach provides a method to inform the evaluation of gamified AR apps. At the same time, it will enable a more approachable evaluation process to support educators, designers, and developers.
Publisher: MDPI AG
Date: 31-01-2018
DOI: 10.3390/INFO9020031
Publisher: Informa UK Limited
Date: 30-09-2020
Publisher: IEEE
Date: 08-2019
Publisher: IEEE
Date: 12-2019
Publisher: ACM
Date: 28-06-2019
Publisher: IEEE
Date: 2004
Publisher: Frontiers Media SA
Date: 12-04-2021
DOI: 10.3389/FRVIR.2021.620503
Abstract: Irrelevant ambient noise can have profound effects on human performance and wellbeing. Acoustic interventions (e.g., installation of sound absorbing materials) that reduce intelligible noise (i.e., sound unrelated to the relevant speech, including noise from other talkers within the space) by reducing room reverberation, have been found to be an effective means to alleviate the negative effects of noise on cognitive performance. However, these interventions are expensive, and it is difficult to evaluate their impact in the field. Virtual reality (VR) provides a promising simulation platform to evaluate the likely impact of varied acoustic interventions before they are chosen and installed. This study employed a virtual classroom environment to evaluate whether an intervention to reduce reverberation can be simulated successfully in VR and mitigate the effects of ambient noise on cognitive performance, physiological stress, and mood. The repeated-measures experimental design consisted of three acoustic conditions: no ambient noise, typical open-plan classroom ambient noise without acoustic treatment, and the same ambient noise with acoustic treatment to reduce reverberation. Results revealed that ambient noise negatively affected participants’ cognitive performance but had no measurable effect on physiological stress or self-reported mood. Importantly, the negative effect of ambient noise was completely ameliorated by the acoustic treatment (i.e. indistinguishable from performance in the no noise condition). The study shows that VR provides an effective and efficient means to evaluate the cognitive effects of acoustic interventions.
Publisher: MDPI AG
Date: 28-08-2023
DOI: 10.3390/SU151712969
Abstract: The gradual pace of climate change means that its awareness plays a particularly important role in encouraging support for its amelioration or adopting adaptive behavior. This case study involves an action research project that engages twelve urban planning-related professionals in the experience of immersive virtual reality (IVR) as a tool to improve awareness of the effects of climate change. Mobile LiDAR technology was used to digitally recreate urban models in which the participants could navigate a simulated inundated urban environment and interact with the virtual objects involved. Feedback from the participants indicated the IVR technology to be a potentially useful educational tool for both professionals and the community, offering unparalleled immersion and interaction for climate change awareness which, based on its unique attributes, could offer insights and understanding of the necessity for building resiliency into our living environments.
Publisher: Association for Learning Technology
Date: 27-11-2018
Publisher: Association for Computing Machinery (ACM)
Date: 22-12-2016
DOI: 10.1145/3019008
Publisher: Springer Science and Business Media LLC
Date: 13-02-2023
DOI: 10.1186/S41239-022-00378-Y
Abstract: Educational institutions are increasingly investing into digital delivery, acquiring new devices, and employing novel software and services. The rising costs associated with maintenance, in combination with increasing redundancy of older technologies, presents multiple challenges. While lesson content itself may not have changed, the educational landscape constantly evolves, where tertiary institutions are incorporating new modes of content delivery, hybrid-style learning, and interactive technologies. Investments into digital expansions must be taken with caution, particularly prior to the procurement of technology, with a need for the proposed interventions’ scalability, sustainability, and serviceability to be considered. This article presents the Triple-S framework for educators, administrators, and educational institutions, and outlines ex les of its application within curricula. The paper synthesises research evidence to provide the foundation underlying the key principles of the Triple-S framework, presenting a useful model to use when evaluating digital interventions. Utilising the framework for decisions regarding the acquisition of educational technology, devices, software, applications, and online resources can assist in the assurance of viable and appropriate investments. Graphical Abstract
Publisher: Informa UK Limited
Date: 07-01-2022
Publisher: IEEE
Date: 2013
Publisher: Informa UK Limited
Date: 27-01-2023
No related grants have been discovered for James Birt.