Using tablets in medical consultations: Single loop and double loop learning processes

ObjectiveThis paper investigates the influence of using tablet in waiting rooms and medical examinations on how physicians give information and how patients learn. It further assesses the factors that impact patient satisfaction.MethodsPatients and physicians in a primary care clinic were given a tablet device to search for health information in the waiting room, and when interacting with the physician, while physicians used the tablet device to share information with patients during the medical consultation. 82 patients completed a ‘pre’ survey on using tablets to search for health related information and a ‘post’ survey after their visit. Structural equation modeling was employed to analyze patient's perceptions.ResultsTablet use during consultation has a negative effect on patients' perceptions of physician information giving, but using the tablet in the waiting room has a positive impact on patient learning, perceptions of physicians' information giving and patient satisfaction.ConclusionsThis study indicates the importance of tablet use in ensuring information giving and patient learning. It further highlights the potential for tablets to promote single-loop learning in the medical encounter by better preparing patients for the physician's information giving. Tablets also enable double-loop learning, which leads to greater patient satisfaction.     

Impact of using interactive devices in Spanish early childhood education public schools

The adoption of Information and Communication Technologies in early childhood education is crucial for adapting traditional classrooms to the digital era. Over time, young children are increasingly using touch screen technologies such as tablets at home and in early childhood settings. However, the literature shows that there is a significant gap in knowledge of using this technology in early childhood education. Most researchers have focused on the pedagogical theory behind using touch screen devices, but there have not been many empirical studies about how these technologies affect students' learning processes. This paper presents three learning experiences where early childhood students perform educational activities using tablet computers, interactive whiteboards, and paper cards. The results show that students who used the technology were more motivated and achieved better results that those who used paper cards.     

My‐Mini‐Pet: a handheld pet‐nurturing game to engage students in arithmetic practices

In the last decade, more and more games have been developed for handheld devices. Furthermore, the popularity of handheld devices and increase of wireless computing can be taken advantage of to provide students with more learning opportunities. Games also could bring promising benefits – specifically, motivating students to learn/play, sustaining their interest, reflecting their learning/playing status, and facilitating the learning/playing progress. However, most of these have been designed for entertainment rather than education. Hence, in this study we incorporate game elements into a learning environment. The My‐Mini‐Pet system is a handheld pet‐nurturing game environment, in which students learn with an animal learning companion, their My‐Mini‐Pet. Three design strategies are adopted. First, the pet‐nurturing strategy, which simulates the relationship between the pet and its owner, the My‐Mini‐Pet becomes a motivator/sustainer of learning. Second, the pet appearance‐changing strategy, which externalizes the learning status of the student. In other words, the My‐Mini‐Pet plays the role of a reflector. Third, the pet feedback strategy, which links the behaviours of the student and his/her pet, the My‐Mini‐Pet acts as a facilitator of learning. A pilot study was also conducted to preliminarily investigate the effectiveness and experiences of the strategies on allowing the student to understand arithmetic practices. The results showed that the strategy was effective, encouraging the students to engage in learning activities. Furthermore, the game attracted the students’ attention and stimulated discussion between peers. Some implications about the further developments are also discussed.     

Designing a mobile system for lifelong learning on the move

The Life‐long Learning Initiative seeks to fulfil a variety of learning needs for Shanghai citizens. Given the popularity of mobile devices in Shanghai, the ability to provide learning in informal settings through mobile devices is a key objective and challenge of the Initiative. In order to learn how to develop usable learning content for lifelong learners on the move, a set of design principles from both pedagogical and usability concerns was identified. Next, a pilot system, based on the design principles, was developed to implement two prototype lessons. Five subjects were recruited to test each prototype lesson using a heuristic walkthrough method and a focus group meeting. Users' feedback showed that both the practical and the micro principles were valued as a method of integrating learning activity into informal settings in their daily lives. Audio was preferred as well. Technical usability concerns which are consistent with previous web experience were also identified. This research builds new knowledge about design principles for lifelong learning on the move and is a milestone in the development of the future learning resource bank for Shanghai citizens.     

The conceptual framing,design and evaluation of device ecologies for collaborative activities

A variety of computing technologies, in addition to the personal computer, are now commonly used in many settings. As networking infrastructures mature, it is increasingly feasible and affordable to consider closer integration and use of these heterogeneous devices in tandem. However, little is known about how best to design or evaluate such ‘device ecologies’; in particular, how best to combine devices to achieve a desired type of collaborative user experience. A central concern is how users switch their attention between devices, to utilize the various elements to best effect. We describe here the development of an ecology of devices for groups of students to use when engaged in collaborative inquiry-learning activities. This included a multi-touch tabletop, laptops, projections, video streams and telephone. In situ studies of students and tutors using it in three different settings showed how individuals and groups switched their foci between the multiple devices. We present our findings, using a novel method for analysing users’ transitions between foci, identifying patterns and emergent characteristics. We then discuss the importance of designing for transitions that enable groups to appropriately utilise an ecology of devices, using the concepts of seams, bridges, niches and focal character.     

An evaluation of medical residents utilization of tablet computers

Today’s medical students are digital natives who, for their entire life, have been surrounded by digital technology. Our research focuses on a tablet computer’s usability in medical education, and the subsequent transfer from the classroom to the work environment. For a period of three years, all incoming pediatric residents at a large southeastern university were provided an iPad. At the end of the 3-year program, we surveyed the residents measuring perceptions of iPad use and satisfaction. Fifty-six (60%) of the residents responded to the survey. A statistically significant number reported an increased amount of time spent with the tablet throughout their medical education. Similarly, a significant difference exists between those who believe the device to be a necessary part of medical education versus those stating it would be nice but not necessary. We present figures detailing how three conceptual areas: receiving information, inputting information, and collaboration (consisting of ten different facets of the tablet’s use) impacted their medical education. Residents throughout their medical education use the tablet extensively. There is variance in the areas where the tablet is the preferred tool versus a smartphone or computer. A clear majority of students expect to transition the tablet into their workplace upon completing residency. We argue a tablet is a useful tool for graduate medical education and later medical practice.     

Evaluation of the impact of tablet screen size on children tracing performance

Tablet PCs are used in various situations in everyday life. Many researchers found that tablets have the potential to enhance young children in learning; however, the optimal of tablet size on finger tracing for young children was not investigated. In this paper, we explored the impact of three different sizes of touch screen tablets: iPad, Samsung Galaxy Tab 7″, and Samsung Galaxy S4 on efficiency and usability for young children ages between 4 and 6 year. Our study focused on the mechanics of tracing alphabets using finger on capacitive-touch tablets, while its outcome has potential implications towards tablet screen size for interfaces to support finger tracing on such devices. The performances were recorded and observed for the analysis of the data with respect to task efficiency and usability. Then, we adopted the Smileyometer based on a 1–5 Likert Scale as an instrument to measure perceived satisfaction. The usability evaluation’s results showed no significant difference in speed and accuracy performance. Nevertheless, tracing the alphabet on iPad was easier, more attractive and was able to increase more attention span than others. As well as the result from the Smileyometer, all of the participants preferred and felt more comfortable to use iPad.     

Exploring young students’ learning experiences with the iPad: a comparative study in Hong Kong international primary schools

In recent years, the popularity and capabilities of the iPad^®, Apple’s tablet computer, have prompted educational technology advocates and policy makers to evaluate its potential in classrooms. However, there have been few studies examining the tangible user interface (TUI, in which the user manipulates the touchscreen of the device with their fingers), one of the most significant features of the iPad in comparison to previous mobile devices. Therefore, in this paper, the research team examined this interface specifically for its potential in terms of usability with input interaction for young learners. A case study was conducted at three international schools in Hong Kong to explore the impact of the iPad’s TUI on the student learning experience. A mixed-method approach was taken, and 13 observations and 10 interviews were conducted to collect data. With statistical analyses, the amount of students seeking learning support behavior (ASSLS) at the schools employing iPads was compared with that at the school using traditional laptops. Evidence emerged to support the assumption that the TUI on the iPad may contribute to reducing the ASSLS as well as enhancing student engagement and collaboration in class. Implications of the findings in terms of usability, engagement, interaction, practice, and future research are discussed.     

Tablet Adoption with Smart School Website Technology

Teachers play a key role in adoption of technologies for classroom use. This study surveyed teachers regarding their intention to use tablet technology to interact with students and other teachers through smart school websites technology. The Unified Theory of Acceptance and Use of Technology (UTAUT) served as the theoretical framework for this study, which was then augmented with context-specific determinants of adoption that captured teachers’ perceptions of the effects of technology on interactions with students and peers. The results showed no resistance among teachers with regard to trying different ways of working with tablets to achieve better learning, unlike other studies using the UTAUT constructs that have found negative reactions to implementing new technologies in the workplace. This is a crucial finding, since teacher appraisals affect the ways in which this technology can be employed to foster learning through technology facilitated interactions.     

User Satisfaction with Tablet PC Features

Previous studies of tablet personal computers have concentrated on their use in education and healthcare. The current study focused instead on personal usage, investigating how satisfied users are with their own tablets after having used them in their daily lives. The objective was to identify the major features for tablets and to investigate how form factors affect the preference of functions by performing a comparison of iPad1 and Galaxy Tab. Also, gender and ethnicity were analyzed to determine whether they influence satisfaction with the devices. For e‐mail and web browsing functions, users’ ratings showed more satisfaction with the iPad1 since it has a larger display; for the e‐book reader function, users indicated higher satisfaction with the Galaxy Tab. Male users evaluated their devices by the function itself, whereas female users were mainly concerned with aesthetic aspects. Koreans indicated that they were less satisfied with their tablets than were other ethnic groups.     

Factors influencing students' beliefs about the future in the context of tablet-based interactive classrooms

With the distribution of easy-to-use tablet computers, tablet-based interactive classrooms have become popular environments for innovative learning activities in recent years. However, little research has investigated the relationship between technologically enhanced learning environments and students' beliefs about the future and self-efficacy for learning. In this study, young students' perceptions of tablet-based interactive classrooms, beliefs about the future, and self-efficacy for learning in rural areas of Korea were examined after the students engaged in tablet-based interactive classrooms. To develop the theoretical framework, we created a structural research model of ease of use, usefulness, satisfaction, deepened experiences through tablet use, beliefs about the future, and self-efficacy in tablet-based interactive classrooms based on a partial least squares (PLS) method. The results indicate that (1) students in tablet-based interactive classrooms perceive frequent experiences with tablet-based instructions as easy and useful and (2) student satisfaction is significantly influenced by their perceptions of deeper learning experiences through tablet use, which are significantly influenced by their future expectations and self-efficacy for learning. This study provides relevant implications for educators who design learning activities for students in rural schools in tablet-based interactive classroom environments.     

Understanding student simultaneous smartphone use in learning settings: A conceptual framework

Smartphone use in learning settings is a common behaviour amongst college students. Building on the theory of consumerism, self-efficacy and addictive behaviours, the current study developed a three-component conceptual framework to understand college students' smartphone use in organizational as well as self-directed learning settings. One thousand and thirty-three students in Shenzhen completed an online survey that measured their frequency of using smartphones in learning settings, motivation for using smartphones in learning settings, behavioural control self-efficacy, smartphone use time, problematic smartphone use, multitask habit and impulsiveness. Regression and configurational analytical approaches were used to examine linear and nonlinear relationships. Results support the use of the proposed framework to explain students' smartphone use behaviour in learning settings.     

Mobile guide system using problem‐solving strategy for museum learning: a sequential learning behavioural pattern analysis

Mobile devices have been increasingly utilized in informal learning because of their high degree of portability; mobile guide systems (or electronic guidebooks) have also been adopted in museum learning, including those that combine learning strategies and the general audio–visual guide systems. To gain a deeper understanding of the features and limitations of these guide systems in a museum‐learning context and also to provide new designs that better guide learners in interacting with peers and exhibitions, in‐depth exploration of learners' actual visits and analyses of their behavioural patterns is crucial. This study was based on empirical observation and analysis of the learning behaviours (recorded on video) of 65 elementary‐school students who were placed into three groups: mobile guide with problem‐solving strategy, audio–visual mobile guide and paper‐based learning‐sheet guide. By coding and analysing the video and conducting sequential analysis and frequency analysis of learning‐related discussion content, behavioural interaction patterns were determined by which the features and limitations of the different types of guides were compared. Among the findings, it was discovered that the students in the problem‐solving mobile guide group showed a higher level of two‐way interactions with their peers and the exhibits, as well as more learning‐related discussions. Relevant suggestions for teachers, researchers and guide‐systems developers are also given.     

The effects of graphic metaphor,gesture interaction,and form factor on e‐book performances and preferences

Reading e‐books on touch‐based mobile devices such as smartphones and tablet personal computer (PCs) are increasing. We conducted a comparative study on the usability of e‐books provided on smartphones and tablet PCs, which are typical touch‐based mobile devices. An experiment was carried out to see the effects of graphic metaphor and gesture interaction. This study evaluated reading speed, readability, similarity, and satisfaction for 16 combinations of e‐book interfaces (two Metaphor levels × four Display size and Screen modes × two Gesture levels). Overall, performance and subjective ratings showed better results on tablet PCs with larger fonts on a larger screen than on smartphones with smaller fonts on smaller screens. In the smartphone‐landscape mode, the effect of turning a page is a factor that hinders the speed of user reading. In contrast, the users’ readability, similarity, and satisfaction were higher when the page‐turning effect was provided. It showed faster reading speeds when a flicking interaction is provided on tablet PCs. From the standpoint of readability, the portrait mode was better on smartphones. Also, the tablet PC‐portrait mode was the most satisfactory.     

Social media for learning: A mixed methods study on high school students’ technology affordances and perspectives

Using an explanatory sequential mixed methods design, the study investigated high school students’ affordances for social media, their attitudes and beliefs about these new technologies, and related obstacles and issues. The affordance findings indicate that students depend on social media in their daily lives for leisure and social connections. Educational uses by teachers for classroom teaching and learning are sporadic, while uses by students on their own for learning purposes seem to be abundant but also incidental and informal. Quantitative results suggest that in general, students show positive attitudes and beliefs about social media use in education. Exploratory factor analysis revealed three components that explained a total of 65.4% of the variance: (a) benefits of social media use, (b) disadvantages of social media use, and (c) current social media use in education. Three issues emerged from the interview data: Conceptual understanding of social media for learning; close-minded, acquired uses versus open-minded, innate uses of social media; and changed concepts of learning. The study results suggest that for social media to be used as effective learning tools and to adjust students’ prior affordances with these tools, complicated efforts in designing, scaffolding, and interacting with students during the process are necessary.     

Using learning methodologies and resources in the development of critical thinking competency: An exploratory study in a virtual learning environment

This study aims to design and implement new learning methodologies and resources that seek to advance the development and assessment of one of the fundamental students’ competencies from any Business Administration Degree, such as critical thinking, that is, this is an exploratory study on computing for human learning, specifically, learning of key competencies for business. We are going to use audiovisual case methodology through the use of short film clips, usually real stories, to help students understand the practical implications of theoretical concepts explained in the classroom. A theoretical model test uses data from 32 business students from the Open University of Catalonia. The first results show positive attitudes toward a new technological resource ‘audio-visual cases’. They indicate that the use of this tool can improve the comprehension of a problem and its origins and, at the same time, stimulate learning. In addition, this tool helps to develop critical thinking competency. This study offers important contributions to an e-learning environment and their applicability to the workplace, since it is the first type of research about the impact of audiovisual cases in the acquisition of critical thinking competency. Furthermore, this methodology promotes collaborative learning.     

Regulative support for collaborative scientific inquiry learning

Abstract This study examined whether online tool support for regulation promotes student learning during collaborative inquiry in a computer simulation‐based learning environment. Sixty‐one students worked in small groups to conduct a scientific inquiry with fluid dynamics. Groups in the experimental condition received a support tool with regulatory guidelines; control groups were given a version of this tool from which these instructions were removed. Results showed facilitative effects for the fully specified support tool on learning outcomes and initial planning. Qualitative data elucidated how regulative guidelines enhanced learning and suggests ways to further improve regulative processes within collaborative inquiry learning settings.