Browsing by Author "Kopp, Gail"
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- ItemOpen AccessAn exploratory case study of educationally focused faculty development in engineering(2009) Clearwaters, Thomas; Nielsen, John; Kopp, Gail
- ItemOpen AccessBeing there: task complexity influence on presence in 3d virtual environments(2012) Alamri, Jamilah Mohammed; Kopp, GailThis two-phased, mixed methods study investigated the effect of levels of task complexity on presence in a virtual environment. Building on Wood's model of task complexity and on Kopp's contextual factors, three levels of objective complexity were systematically developed for job interview tasks. After phase 1, Education students were randomly assigned to complete one interview task at one complexity level. They were videotaped, and surveyed about their sense of presence. While ANOV A showed there were no significant differences in presence across the three groups, regression showed that age and complexity predicted presence. The qualitative themes such as involvement, suspension of disbelief, navigation, and task complexity shed light on the contributing factors that influenced participants' presence. Participants identified involvement, presence, and interaction as essential characteristics to perform a learning task in a VE. The results of this study contributed to understand presence and it's influence on learning in 3D VEs.
- ItemOpen AccessDesigning NeuroSimVR: A Stereoscopic Virtual Reality Spine Surgery Simulator(2017-11-01) Mostafa, Ahmed E.; Ryu, Won Hyung A.; Chan, Sonny; Takashima, Kazuki; Kopp, Gail; Costa Sousa, Mario; Sharlin, EhudThis paper contributes NeuroSimVR, a stereoscopic virtual reality spine surgery simulator that allows novice surgeons to learn and practice a spinal pedicle screw insertion (PSI) procedure using simplified interaction capabilities and 3D haptic user interfaces. By collaborating with medical experts and following an iterative approach, we provide characterization of the PSI task, and derive requirements for applying this procedure in a 3D immersive interactive simulation system. We describe how these requirements were realized in our NeuroSimVR prototype, and outline the educational benefits of our 3D interactive system for training the PSI procedure. We conclude the paper with the results of a preliminary evaluation of NeuroSimVR and reflect on our interface benefits and limitations.
- ItemOpen AccessHigh school students' use of media(2007) Tworek, Janet Kimberley; Kopp, Gail
- ItemOpen AccessHow an expert gifted program teacher's conception of perfectionism influences and reflects on gifted perfectionist student behaviours(2012) Diteljan, Brenda K.; Kopp, GailA qualitative exploratory case study was designed to gain insight into the nature and essence of an expert gifted program teacher's conception of perfectionism and reflective practice, and its influence on gifted (high ability) student perfectionist behaviour. One expert teacher and five grade 12 students were observed and interviewed. The expert teacher's ideas about perfectionism and learning environment were examined, using Collin's (2005) Cognitive Apprenticeship model (similar to traditional, but rather, cognitive training) and Abstract Replay method (reflection on audio-video-recorded classroom observations). As the complex dynamic unfolded among participant actions and interactions, while examining perfectionism, the findings were compared to the relevant literature concerning conceptions of perfectionism and perfectionist behaviour. No previous research explored this topic and the results far surpassed researcher predictions concerning perfectionism and anxiety among students in a congregated gifted program setting. Three problems/issues/gaps were found in the field. The first was a dissonance regarding a predominantly negative conception of perfectionism, based on mostly clinical examinations of adults. Second, perfectionism is often heightened in gifted students and their needs - often underserved and/or neglected (Adelson, 2007; Piechowski, 2006; Siegle & Schuler, 2000). Third, gifted students are typically capable of perfect/excellent performances in strength area/s, however, without the required expertise - can become frustrated, at best. The results are consistent with Durkheim's (1983) theory of knowledge, Argyris and Schon's (1974) theory in use, reflection-in-action and on-action, and Hamachek's multi-dimensional construct of perfectionism - with behaviours and outcomes from healthy to unhealthy. The results revealed the following proposition. To thrive, some gifted students need an ideal/effective learning environment or congregated gifted program, like the expert teacher's examined in this study. The expert teacher participant understands and anticipates healthy and unhealthy perfectionism, models and enhances healthy and prevents or diminishes unhealthy perfectionist behaviour and outcomes.
- ItemOpen AccessInformal Learning Using Tablet Computers and Apps: A Multi-Method Study of Older Adults Self-Managing Diabetes(2016-01-07) Seabrook, Heather Jane; Lockyer, Jocelyn; Edwards, Alun; Kopp, GailBackground: Mobile software applications (apps) and online health information are a growing resource for diabetes self-management. Apps and online resources may confer benefits, yet a lack of relevant guidance continues to impede the design and implementation of effective interventions that use them. Alternative learning designs that align with older adults’ preference for informal learning and diverse needs could facilitate the continued learning and self-management essential to maintaining their well-being. Methods: Guided by the technology acceptance theory of Venkatesh and colleagues, Phase 1 of this study adapted a systematic review methodology to identify apps for self-management of diabetes and used principles to assess them. Phase 2 used a multi-case study approach in which older adults were provided personalized instruction to help them use the tablet computer and apps. Transcripts were analyzed to identify themes within and across cases. Results: In Phase 1, two apps were selected from 1,936 search results. Critical quality issues varied depending on an app’s purpose. Apps with self-management information neglected to reference their source (attribution). Apps that supported other self-management activities had safety and usability problems. In Phase 2, a conceptual model was developed in which participants’ self-perceived needs and preferences influenced use of the intervention and consequently their outcomes. Personalized training facilitated use. Participants benefitted from convenient, easy access to appropriate resources. They experienced challenges ranging from app-level usability issues to the system-level problems. Outcomes included review, problem-solving, data visualization, showing information face-to-face, and technology adoption. Conclusions: Few of the apps currently available are appropriate for use by older adults for diabetes self-management. Some means of ensuring access to a pool of vetted apps is recommended and there is a need for a decision-matrix for screening apps to ensure they are optimally selected for patient use. Detailed criteria and an approach are provided to further this work. The study also provides a new understanding of older adults’ use of tablet computers and apps to facilitate learning and self-management. The conceptual model and framework of design and implementation considerations could guide learning designers in developing effective interventions for older adults.
- ItemOpen AccessLearning with virtual patients(2012) Tworek, Janet Kimberley; Kopp, GailPositivist research on virtual patients (VPs) focuses on knowledge-based outcomes and self-reported satisfaction ratings, which presents a narrow perspective of learning with technology. Such approaches belie learning as a complex, socio-cultural process, and overlook that innovations in education are fundamentally long-term undertakings requiring iterative feedback and design. The doctoral research asked: "What learning occurs with VPs in clerkship?", and considered this question using three lenses: activity theory, design-based research, and learning analytics. Students in the final year of clerkship (n= l 80) used VPs over a six-month period. Data was collected from multiple sources (semi-structured interview, semi-structured focus group, video, screen capture, document analysis, log file analysis, and artefact analysis). Analysis engaged design-based research to capture the iterative re-design of VPs based on student feedback. Activity theory and design-based research were used to capture the complex socio-cultural dynamics of learning from and with VPs. VP node data usage was analyzed using learning analytics. Data were analyzed separately then triangulated to build an understanding of the learning that takes place with VPs in clerkship. VP and course design concerns initially prevent students from directly engaging in learning. The findings are connected in a learning ecology comprising VP and course design, social learning, and the hierarchal organization of VPs in relationship to course and MD program. Navigation, aesthetics, feedback, challenge and social learning are discussed and related to VP, course and program layers. Concerns arose in relation to competitiveness and professionalism with VP use. Learning analytics require further definition in order to be meaningful for describing learning. The development of problem solving skills and enculturation to professional practice from clinical experiences greatly influences learning with and from VPs. The complex, intertwined reality of VPs, learners, courses, and curriculum is a rich tapestry of learning that challenges existing research while extending directions for future design and development.
- ItemOpen AccessPervasive learning: always on education(2005) Thomas, Siobhán; Kopp, Gail
- ItemOpen AccessPhase 1 in the development of a taxonomy of simulation based assessment(2010) Huffam, Christopher John; Kopp, Gail
- ItemOpen AccessTechnology integration barriers in a technology-rich environment: a CBAM perspective(2004) Schoepp, Kevin Wayne; Kopp, Gail
- ItemOpen AccessThe effectiveness of examiner training in a simulation-based assessment of cardiac physical examination competence(2013-01-25) Haw For Chin, Oliver Ryan; Lockyer, Jocelyn; Bacchus, Catherine Maria; Kopp, GailBackground: Examiner training is considered the most effective method to minimize psychometric errors in measurement for performance-based assessments. Purpose: To assess the effect of frame-of-reference training on the perceptions and scoring of examiners rating videotaped OSCE performances. Methods: Post-graduate medical trainees participated in a simulation-based OSCE designed to evaluate cardiac physical examination competence. Scores of these performances by a cohort of examiners trained in the frame-of-reference technique were compared to an untrained group. Examiner perceptions of the training and scoring process were assessed. Results: No significant differences were found in the mean scores and the internal consistency of the scoring tool between examiner cohorts. Examiners felt that training was potentially useful, although refinement of the frame-of-reference technique may have been required. Conclusion: Additional studies are needed to determine if examiner training is effective and to identify how this might be most effectively delivered.
- ItemOpen AccessWorldview at play: how personal epistemological beliefs interact with video games(2011) Magee, Michael; Kopp, Gail