Affective impact of navigational and signaling aids to e-learning

College students had 30 min to study a 17-frame online lesson on distance learning that included navigational aids (for showing the learner’s location in the lesson), signaling aids (for highlighting the important content), both aids, or no aids. On a 30-item usability survey consisting of 8 usability scales, students who received navigational aids produced significantly higher mean ratings on each of the 8 usability scales—ease of use, satisfaction of use, awareness of lesson structure, awareness of lesson length, awareness of location, ease of navigation, lesson comprehension, and lesson learning—with effect sizes ranging from d = 0.50 to d = 1.35. Students who received signaling aids produced significantly higher ratings on 4 of the 8 usability scales—ease of use, satisfaction of use, lesson comprehension, and lesson learning with effect sizes ranging from d = 0.39 to d = 2.15. Results help to clarify the mechanism underlying previous findings showing that students learned more from e-lessons that contained navigational aids. In the present study, there was a significant positive correlation between usability rating and recall test score for 5 of the 8 usability scales (particularly for ease of use), indicating partial support for the prediction that learners’ satisfaction with an e-learning system is related to their learning outcome. Results support the predictions of the emotional design hypothesis and have implications for the design of e-learning interfaces.     

Analysis on the evolution of the discourse on computer software and programming languages in the light of literary genres and POWER-KNOWLEDGE

Although much analyses have been performed on the collaborative nature of software development in papers (7, 8, 9 and 10) with some of them in the perspective of Vygotsky’s Activity theory, less focus has been given on the discursive evolution of software as different ‘Genres’. In this article we will investigate discursive formation of software and the programming languages in course of time driven by increased ‘Activities’, ‘Dialogue’ and ‘Power’ exercised by certain user groups and entities which will complement our efforts with Activity theory and Foucaultdian POWER-KNOWLEDGE. We will show that POWER relation is affecting user preferences, choices and activities, which are producing changes in the programming languages and creating new software genres. We have borrowed the term ‘Genre’ from the literary studies of Bakhtin and applying it for software. The way different coexisting social classes in a specific time in history leave their fingerprints in different speech and text-genres, we claim that similar mechanisms exist in the software world. We will show that a modern software system is developing improved ‘Dialogism’ or ‘Intertextuality’, ‘Chronotope’ ‘Heteroglossia’ and forming its own discourse. Our presentation is heavily dependent on Mikhail Bakhtin’s concept of literary genres and Foucaultdian concept of POWER-KNOWLEDGE.     

Barriers in the selection of offshore software development outsourcing vendors: An exploratory study using a systematic literature review

Context

Software development outsourcing is a contract-based relationship between client and vendor organisations in which a client contracts out all or part of its software development activities to a vendor, who provides agreed services for remuneration.

Objective

The objective is to identify various barriers that have a negative impact on software outsourcing clients in the selection process of offshore software development outsourcing vendors.

Method

We have performed a systematic literature review (SLR) process for the identification of barriers. We have performed all the SLR steps such as the protocol development, initial selection, final selection, quality assessment, data extraction and data synthesis.

Results

We have identified barriers such as ‘language and cultural barriers’, ‘country instability’, ‘lack of project management’, ‘lack of protection for intellectual property rights’ and ‘lack of technical capability’ that generally have a negative impact on outsourcing clients. We have identified only one common frequently cited barrier in three types of organisations (i.e. small, medium and large) which is ‘language and cultural barriers’. We did not identify any common frequently cited barrier in three continents (Asia, North America and Europe) and in two decades (1990-1999 and 2000-mid 2008). The results also reveal the similarities and differences in the barriers identified through different study strategies.

Conclusions

Vendors should address frequently cited barriers such as ‘language and cultural barriers’, ‘country instability’, ‘lack of project management’, ‘lack of protection for intellectual property rights’ and ‘lack of technical capability’ in order to compete in the offshore outsourcing business.     

Network intrusion detection: Evaluating cluster, discriminant, and logit analysis

This paper evaluates the statistical methodologies of cluster analysis, discriminant analysis, and Logit analysis used in the examination of intrusion detection data. The research is based on a sample of 1200 random observations for 42 variables of the KDD-99 database, that contains ‘normal’ and ‘bad’ connections. The results indicate that Logit analysis is more effective than cluster or discriminant analysis in intrusion detection. Specifically, according to the Kappa statistic that makes full use of all the information contained in a confusion matrix, Logit analysis (K = 0.629) has been ranked first, with second discriminant analysis (K = 0.583), and third cluster analysis (K = 0.460).     

Flow and thermal properties in full-zone thermocapillary liquid bridges

Properties of low Prandtl number flows are derived for slender cylindrical liquid bridges driven by interfacial thermocapillary forces. The theory and computation address the full-zone setting with both ‘outward’ (positive Marangoni number) and ‘inward’ (negative) flows along the liquid-gas interface. Three main results are found. The first concerns three-dimensional nonlinear mode interaction. Full numerical simulation reveals the unsteady three-dimensional nature of the flow solution beyond a cut-off value. Attention is paid to the case where the radius-to-height aspect ratio is 0.5, from which the nonlinearly-coupled azimuthal modes m = 1 and m = 2 are seen to dominate. Second is the behaviour for negative Marangoni number, where asymptotic analysis reveals that a critical value of the scaled Marangoni number exists, on approach to which the pressure gradient across the middle of the zone becomes large and negative. Computational solutions show encouraging agreement with asymptotic predictions (as well as slender-flow midzone computations) near that critical negative value. Third, both the negative and the positive critical Marangoni numbers are seen to correspond to the onset of ‘lemonheads’ (non-convex radial velocity profiles near the midzone) which directly promote three-dimensional instability.     

Web-based Personalised System of Instruction: An effective approach for diverse cohorts with virtual learning environments?

The Personalised System of Instruction is a form of mastery learning which, though it has been proven to be educationally effective, has never seriously challenged the dominant lecture-tutorial teaching method in higher education and has largely fallen into disuse. An information and communications technology assisted version of the Personalised System of Instruction using a virtual learning environment is promoted here based on the authors’ longitudinal design research into this pedagogy. The particular elements of the virtual learning environment which are promoted are short video clips, online formative tests and an assessment management system. The authors present their experiences of developing and deploying this pedagogy for the teaching of introductory discrete mathematics to large classes of Computer Science students at two UK higher education institutions both with whole cohorts and ‘at risk’ groups of students. In particular, this method is promoted as particularly helpful to students who do not adopt a deep approach to learning as many students fail to do. Moreover ‘at risk’ students using this method (n = 71) demonstrated an average Glass effect size of 0.83 compared with other ‘at risk’ students who did not (n = 35). Based on these experiences, this pedagogy is promoted as an effective approach to teaching in higher education, especially the teaching of cognitive skills to diverse cohorts of students on foundation level modules.     

Impact of test-driven development on productivity, code and tests: A controlled experiment

Context

Test-driven development is an approach to software development, where automated tests are written before production code in highly iterative cycles. Test-driven development attracts attention as well as followers in professional environment; however empirical evidence of its superiority regarding its effect on productivity, code and tests compared to test-last development is still fairly limited. Moreover, it is not clear if the supposed benefits come from writing tests before code or maybe from high iterativity/short development cycles.

Objective

This paper describes a family of controlled experiments comparing test-driven development to micro iterative test-last development with emphasis on productivity, code properties (external quality and complexity) and tests (code coverage and fault-finding capabilities).

Method

Subjects were randomly assigned to test-driven and test-last groups. Controlled experiments were conducted for two years, in an academic environment and in different developer contexts (pair programming and individual programming contexts). Number of successfully implemented stories, percentage of successful acceptance tests, McCabe’s code complexity, code coverage and mutation score indicator were measured.

Results

Experimental results and their selective meta-analysis show no statistically significant differences between test-driven development and iterative test-last development regarding productivity (χ²(6) = 4.799, p = 1.0, r = .107, 95% CI (confidence interval): −.149 to .349), code complexity (χ²(6) = 8.094, p = .46, r = .048, 95% CI: −.254 to .341), branch coverage (χ²(6) = 13.996, p = .059, r = .182, 95% CI: −.081 to .421), percentage of acceptance tests passed (one experiment, Mann-Whitney U = 125.0, p = .98, r = .066) and mutation score indicator (χ²(4) = 3.807, p = .87, r = .128, 95% CI: −.162 to .398).

Conclusion

According to our findings, the benefits of test-driven development compared to iterative test-last development are small and thus in practice relatively unimportant, although effects are positive. There is an indication of test-driven development endorsing better branch coverage, but effect size is considered small.     

Gaming addiction,definition and measurement: A large-scale empirical study

Although the general public appears to have embraced the term ‘videogame addiction’, the scientific debate as to whether ‘gaming addiction’ can actually be considered an addiction similar to substance addictions of DSM-IV is still unsettled. To date, research on gaming addiction has focused on problematic behavior from the gaming activity itself and there has been little empirical research related to pathological personality patterns that usually are associated with substance addictions. Therefore, the current study examined how game exposure and ‘problematic gaming behavior’ are related to personality patterns associated with addiction by means of the Minnesota Multiphasic Personality Inventory-2 (MMPI-2). A large-scale survey study was performed among 1004 adolescent boys (age-range 11–18, M = 14.18, SD = 1.36) measuring problematic gaming behavior, physical game-related symptoms, gaming behavior and three MMPI-2 subscales measuring personality patterns usually associated with substance addiction (MAC-R, APS, AAS). Results showed that problematic gaming and physical symptoms were positively related to all MMPI-2 subscales, while game exposure was not related to the indirect measures of addictive personality patterns (i.e., MAC-R, APS). Thus, problematic gaming should be clearly distinguished from high game exposure. High game exposure merely indicates enthusiasm for some although it may be psychopathological for others.     

Usability evaluation methods for the web: A systematic mapping study

Context

In recent years, many usability evaluation methods (UEMs) have been employed to evaluate Web applications. However, many of these applications still do not meet most customers’ usability expectations and many companies have folded as a result of not considering Web usability issues. No studies currently exist with regard to either the use of usability evaluation methods for the Web or the benefits they bring.

Objective

The objective of this paper is to summarize the current knowledge that is available as regards the usability evaluation methods (UEMs) that have been employed to evaluate Web applications over the last 14 years.

Method

A systematic mapping study was performed to assess the UEMs that have been used by researchers to evaluate Web applications and their relation to the Web development process. Systematic mapping studies are useful for categorizing and summarizing the existing information concerning a research question in an unbiased manner.

Results

The results show that around 39% of the papers reviewed reported the use of evaluation methods that had been specifically crafted for the Web. The results also show that the type of method most widely used was that of User Testing. The results identify several research gaps, such as the fact that around 90% of the studies applied evaluations during the implementation phase of the Web application development, which is the most costly phase in which to perform changes. A list of the UEMs that were found is also provided in order to guide novice usability practitioners.

Conclusions

From an initial set of 2703 papers, a total of 206 research papers were selected for the mapping study. The results obtained allowed us to reach conclusions concerning the state-of-the-art of UEMs for evaluating Web applications. This allowed us to identify several research gaps, which subsequently provided us with a framework in which new research activities can be more appropriately positioned, and from which useful information for novice usability practitioners can be extracted.     

Visual-haptic feedback interaction in automotive touchscreens

Touchscreen interfaces offer benefits in terms of flexibility and ease of interaction and as such their use has increased rapidly in a range of devices, from mobile phones to in-car technology. However, traditional touchscreens impose an inevitable visual workload demand that has implications for safety, especially in automotive use. Recent developments in touchscreen technology have enabled feedback to be provided via the haptic channel. A study was conducted to investigate the effects of visual and haptic touchscreen feedback on visual workload, task performance and subjective response using a medium-fidelity driving simulator. Thirty-six experienced drivers performed touchscreen ‘search and select’ tasks while engaged in a motorway driving task. The study utilised a 3 × 2 within-subjects design, with three levels of visual feedback: ‘immediate’, ‘delayed’, ‘none’; and two levels of haptic feedback: ‘visual only’, ‘visual + haptic’. Results showed that visual workload was increased when visual feedback was delayed or absent; however, introducing haptic feedback counteracted this effect, with no increases observed in glance time and count. Task completion time was also reduced when haptic feedback was enabled, while driving performance showed no effect due to feedback type. Subjective responses indicated that haptic feedback improved the user experience and reduced perceived task difficulty.     

Invisible success: Problems with the grand technological innovation in higher education

This paper investigates a ‘grand’ educational technology innovation through theoretical lenses inspired by 10 and 11 work. Through taking this approach it is possible to show how ideas about the form of the innovation and perceptions of its ultimate ‘success’ or ‘failure’, varied between stakeholder groups. The project was pedagogically effective and popular with students, but was difficult to ‘sell’ to academics, had no senior management sponsor, and was unable to bring about cultural change in the institution despite the capital funding designed to do just that. Although many pedagogical lessons were learned, and have since been applied in other learning spaces around the host campus and elsewhere, these successful disseminations of changed practice were not in accordance with the objectives of key stakeholders. Therefore, they went unconsidered when decisions were taken about the project’s sustainability: hence the notion of ‘invisible success’. The project’s ‘failure’ is only apparent when viewed from certain perspectives; nevertheless, these perspectives are those of the powerful (or in 8 and 9 terms, those possessing capital and academic power) and are the consequence of deeply-rooted structural features in HE, which include funding models, risk-averseness, and fragmented responsibilities.     

Hands-free administration of subjective workload scales: Acceptability in a surgical training environment

Introduction

Subjective workload measures are usually administered in a visual-manual format, either electronically or by paper and pencil. However, vocal responses to spoken queries may sometimes be preferable, for example when experimental manipulations require continuous manual responding or when participants have certain sensory/motor impairments. In the present study, we evaluated the acceptability of the hands-free administration of two subjective workload questionnaires - the NASA Task Load Index (NASA-TLX) and the Multiple Resources Questionnaire (MRQ) - in a surgical training environment where manual responding is often constrained.

Method

Sixty-four undergraduates performed fifteen 90-s trials of laparoscopic training tasks (five replications of 3 tasks - cannulation, ring transfer, and rope manipulation). Half of the participants provided workload ratings using a traditional paper-and-pencil version of the NASA-TLX and MRQ; the remainder used a vocal (hands-free) version of the questionnaires. A follow-up experiment extended the evaluation of the hands-free version to actual medical students in a Minimally Invasive Surgery (MIS) training facility.

Results

The NASA-TLX was scored in 2 ways - (1) the traditional procedure using participant-specific weights to combine its 6 subscales, and (2) a simplified procedure - the NASA Raw Task Load Index (NASA-RTLX) - using the unweighted mean of the subscale scores. Comparison of the scores obtained from the hands-free and written administration conditions yielded coefficients of equivalence of r = 0.85 (NASA-TLX) and r = 0.81 (NASA-RTLX). Equivalence estimates for the individual subscales ranged from r = 0.78 (“mental demand”) to r = 0.31 (“effort”). Both administration formats and scoring methods were equally sensitive to task and repetition effects. For the MRQ, the coefficient of equivalence for the hands-free and written versions was r = 0.96 when tested on undergraduates. However, the sensitivity of the hands-free MRQ to task demands (η_partial² = 0.138) was substantially less than that for the written version (η_partial² = 0.252). This potential shortcoming of the hands-free MRQ did not seem to generalize to medical students who showed robust task effects when using the hands-free MRQ (η_partial² = 0.396). A detailed analysis of the MRQ subscales also revealed differences that may be attributable to a “spillover” effect in which participants’ judgments about the demands of completing the questionnaires contaminated their judgments about the primary surgical training tasks.

Conclusion

Vocal versions of the NASA-TLX are acceptable alternatives to standard written formats when researchers wish to obtain global workload estimates. However, care should be used when interpreting the individual subscales if the object is to make comparisons between studies or conditions that use different administration modalities. For the MRQ, the vocal version was less sensitive to experimental manipulations than its written counterpart; however, when medical students rather than undergraduates used the vocal version, the instrument’s sensitivity increased well beyond that obtained with any other combination of administration modality and instrument in this study. Thus, the vocal version of the MRQ may be an acceptable workload assessment technique for selected populations, and it may even be a suitable substitute for the NASA-TLX.     

Developing Web-based assessment strategies for facilitating junior high school students to perform self-regulated learning in an e-Learning environment

This research refers to the self-regulated learning strategies proposed by Pintrich (1999) in developing a multiple-choice Web-based assessment system, the Peer-Driven Assessment Module of the Web-based Assessment and Test Analysis system (PDA-WATA). The major purpose of PDA-WATA is to facilitate learner use of self-regulatory learning behaviors to perform self-regulated learning and in turn improve e-Learning effectiveness. PDA-WATA includes five main strategies: ‘Adding Answer Notes,’ ‘Stating Confidence,’ ‘Reading Peer Answer Notes,’ ‘Recommending Peer Answer Notes’ and ‘Querying Peers’ Recommendation on Personal Answer Notes’. Using these strategies, examinees are allowed to add answer notes to explain why they chose a certain option as the correct answer and state their confidence in their own answer and answer notes, for peers’ reference. In addition to reading peer answer notes, examinees can also recommend peer answer notes as valuable references. The recommendation information can also be queried by all examinees. Quasi-experimental design was adopted to understand the effectiveness of PDA-WATA in facilitating learner use of self-regulatory learning behaviors to perform self-regulated learning and in improving learner e-Learning effectiveness. Participants were 123 seventh-grade junior high school students from four classes. These four classes were randomly divided into the PDA-WATA group (n = 63) and the N-WBT group (n = 60). Before e-Learning instruction, all students took the pre-test of the Learning Process Inventory (LPI), used to understand how often learners use self-regulatory learning behaviors in the learning process, and the pre-test of the summative assessment. After a two-week e-Learning instruction, the students all took the post-test of the LPI and the summative assessment. Results indicate that students in the PDA-WATA group appear to be more willing to take the Web-based formative assessment than students in the N-WBT group. In addition, PDA-WATA appears to be significantly more effective than N-WBT in facilitating learner use of self-regulatory learning behaviors to perform self-regulated learning and in improving their e-Learning effectiveness. Moreover, this research also finds that in the PDA-WATA group, there is no significant difference between the learning effectiveness of students with a low level of self-regulated learning and students with a high level of self-regulated learning, but similar result cannot be found in the N-WBT group.     

Cognitive load and science text comprehension: Effects of drawing and mentally imagining text content

One hundred and eleven 10th graders read an expository science text on the dipole character of water molecules (ca. 1600 words). Reading instruction was varied according to a 2 × 2 experimental design with factors ‘drawing pictures of text content on paper’ (yes, no) and ‘mentally imagining text content while reading’ (yes, no). The results indicate that drawing pictures, mediated through increased cognitive load, decreased text comprehension and, thus, learning (d = −0.37), whereas mental imagery, although decreasing cognitive load, increased comprehension only when students did not have to draw pictures simultaneously (d = 0.72). No evidence was found that the effects were moderated by domain-specific prior knowledge, verbal ability, or spatial ability. The results are in line with cognitive theories of multimedia learning, self-regulated learning, and mental imagery as well as conceptions of science learning that focus on promoting mental model construction by actively visualizing the content to be learned. Constructing mental images seems to reduce cognitive load and to increase comprehension and learning outcome when the mental visualization processes are not disturbed by externally drawing pictures on paper, whereas drawing pictures seems to increase cognitive load resulting in reduced comprehension and learning outcome.     

Bioelectronic system for the control and readout of enzyme logic gates

In this work we describe the development of a novel microelectronic backbone configured specifically for the control of biocomputing systems applied to diagnostic merits. The operation of the sensor system is validated towards the rapid assessment of pathological conditions arising from soft tissue injury (STI) and abdominal trauma (ABT) using NAND and AND Boolean enzyme logic gates, respectively. The miniaturized 19 × 19 mm device employs a custom-designed three-electrode potentiostat coupled with an integrator, voltage amplifier, comparator, and digital logic and is easily interfaced with a screen-printed electrode contingent. By implementing an adjustable threshold comparator, a precise decision threshold could be established corresponding to pathological levels of the target biomarkers. As a result, a rapid amperometric analysis tendered the diagnosis in a straightforward ‘YES’/‘NO’ digital format via the illumination of a light emitting diode. Using low quiescent current voltage regulators, the device is able to achieve microwatt power operation and can be sustained by a single 3 V coin-cell battery for over 45 h under continuous use. The low-power, low-cost, and miniaturized device meets the requirements of field-deployable logic gate amperometric sensors. Such a reconfigurable micro-/bioelectronic logic-based multi-parameter sensing system shows considerable potential for the assessment of key analytes in a multitude of relevant clinical, security, and environmental applications where go/no-go readout, rapid measurement, device miniaturization, and extended longevity on battery power are key requirements.     

The effect of functional roles on perceived group efficiency during computer-supported collaborative learning: a matter of triangulation

In this article, the effect of functional roles on group performance and collaboration during computer-supported collaborative learning (CSCL) is investigated. Especially the need for triangulating multiple methods is emphasised: Likert-scale evaluation questions, quantitative content analysis of e-mail communication and qualitative analysis of open-ended questions were used. A comparison of 41 questionnaire observations, distributed over 13 groups in two research conditions – groups with prescribed functional roles (n = 7, N = 18) and nonrole groups (n = 6, N = 23) – revealed no main effect for performance (grade). Principal axis factoring of the Likert-scales revealed a latent variable that was interpreted as perceived group efficiency (PGE). Multilevel modelling (MLM) yielded a positive marginal effect of PGE. Most groups in the role condition report a higher degree of PGE than nonrole groups. Content analysis of e-mail communication of all groups in both conditions (role n = 7, N = 25; nonrole n = 6, N = 26) revealed that students in role groups contribute more ‘coordination’ focussed statements. Finally, results from cross case matrices of student responses to open-ended questions support the observed marginal effect that most role groups report a higher degree of PGE than nonrole groups.     

Enhancement of spatial thinking with Virtual Spaces 1.0

Developing a software environment to enhance 3D geometric proficiency demands the consideration of theoretical views of the learning process. Simultaneously, this effort requires taking into account the range of tools that technology offers, as well as their limitations. In this paper, we report on the design of Virtual Spaces 1.0 software, a program that exercises the user’s abilities to build spatial images and to manipulate them. This paper also reports on a study that aimed to assess whether those abilities affected achievements in the spatial thinking of 10th graders who worked with the software. Additionally, we investigated whether self-regulating questions can improve the effect of exercising with Virtual Spaces 1.0. The sample was 192 students, who were randomly assigned to four groups, two of which used Virtual Spaces 1.0 (Group 1 with virtual reality and self-regulating questions N = 52, Group 2 with virtual realty only N = 52) and the other two the non-Virtual Spaces 1.0 (Group 3 self-regulating questions only N = 45, Group 4 non-treatment group N = 45). The results suggest that spatial thinking was enhanced by exercising with Virtual Spaces 1.0 and asking self-regulating questions. In addition, it was found that the self-regulating questions make the use of virtual reality more efficient, and that the influence of self-regulating questions is especially manifested in tasks that make use of high order skills.     

Computer program in the treatment for major depression and cognitive impairment in university students

Introduction

A depressed patient presents cognitive impairment that remains in spite of depression’s remission. This study intends to evaluate the impact of cognitive training in the treatment of depression, and also of the impairment that depression causes.

Method

A program for cognitive training (Alcor) was designed for and applied to a group of patients (n = 10) with non-medicated MDD; a group (N = 10) with MDD that was treated with the program and with anti-depressants, and to another group (n = 11) that was given anti-depressors only. The impact of this intervention was assessed by applying the following instruments: Beck Depression Inventory, WAIS, Spielberger State-Trait Anxiety Inventory, Externalized Problems Assessment Scale for Adolescents and Young Adults, and Attention Problems Assessment Scale. The program was applied to University students with MDD twice a week, until they had reached adequate levels of execution.

Results

The patients of all three groups showed MDD event remission. Those who received cognitive training showed a substantial increase of intellectual performance. The cognitive treatment group increased IQ in 12.9 units and the combined group increase in 13.3 units. There was a slight decrease of 1.9 units within the anti-depressant treatment group. The changes in attention and in externalized problems showed the same trends.     

Development of a virtual active fire product for Africa through a synthesis of geostationary and polar orbiting satellite data

We explore the ability to enhance landscape fire detection and characterization by constructing a ‘virtual’ fire product from a synthesis of geostationary and polar orbiting satellite data. Active fire pixels detected by the Spinning Enhanced Visible and Infrared Imager (SEVIRI) and the Moderate Resolution Imaging Spectroradiometer (MODIS) were spatially and temporally collated across Africa between February 2004 and January 2005. Coincident fire pixels detected by SEVIRI and MODIS were used to populate an empirical database of frequency density (f-D) distributions of fire radiative power (FRP). Frequency density distributions of FRP measured by SEVIRI at 5.0° grid cell resolution and 15-minute temporal resolution were then cross referenced in the database to a set of counterpart f-D distributions of FRP measured by MODIS. This procedure resulted in the first generation of a ‘virtual’ fire product that exhibits the full continental coverage and high temporal resolution of SEVIRI whilst quantifying fire pixel counts and FRP with accuracies approaching those of MODIS. Diurnal cycles extracted from the virtual fire product indicate that SEVIRI measures a greater proportion of the active fire pixels and FRP potentially detectable by MODIS during the day due to the increased prevalence and stronger radiant contribution of highly energetic fire pixels. On a daily basis (sample size n = 365) the peak magnitude in the diurnal cycle of the virtual FRP occurred within the same 15-minute timeslot as in the native SEVIRI fire product. Continental-scale ignition and extinction events, however, were detected on average 44 min earlier (standard deviation s.d. = 40 min) and 137 min later (s.d. = 92 min), respectively. It is anticipated that the methodology developed here can be used to cross-calibrate active fire products between a variety of different satellite platforms.