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Machine learning-based controllers of prostheses using electromyographic signals have become very popular in the last decade. The regression approach allows a simultaneous and proportional control of the intended movement in a more natural way than the classification approach, where the number of movements is discrete by definition. However, it is not common to find regression-based controllers working for more than two degrees of freedom at the same time. In this paper, we present the application of the adaptive linear regressor in a relatively low-dimensional feature space with only eight sensors to the problem of a simultaneous and proportional control of three degrees of freedom (left–right, up–down and open–close hand movements). We show that a key element usually overlooked in the learning process of the regressor is the training paradigm. We propose a closed-loop procedure, where the human learns how to improve the quality of the generated EMG signals, helping also to obtain a better controller. We apply it to 10 healthy and 3 limb-deficient subjects. Results show that the combination of the multidimensional targets and the open-loop training protocol significantly improve the performance, increasing the average completion rate from 53% to 65% for the most complicated case of simultaneously controlling the three degrees of freedom. [ABSTRACT FROM AUTHOR]

The purpose of this research was to investigate the effects of short virtual reality (VR) exercises on knowledge retention for adult learners at a contractor safety training organisation supporting the energy industry who took computer-based training (CBT) courses. The intent was to simulate a delay period similar to that experienced by contractors who support work in the energy industry to determine if traditional CBT can be made more effective for stimulating greater transfer of learning with the addition of VR exercises. The experimental group was exposed to CBTs augmented by VR exercises that reinforced the CBT course learning objectives. The control group for this research took the same CBT course without short VR exercises. A quantitative analysis was performed on data collected from a course exam provided immediately after the course delivery and from a separate follow-up quiz delivered 3 days after the course(s) completion. Data from these testing instruments were analysed to determine the participant’s likelihood of remembering content from the CBT courses and if there was greater knowledge retention of the course learning objectives and procedures within the experimental group than within the control group. The results found a non-statistically significant relationship between the two groups; however, trends between the groups show that there are benefits for transfer of learning when using short VR exercises compared to those groups without short VR exercises.

Abstract We assessed the Swiss-German version of GraphoLearn, a computer game designed to support reading by training grapheme-phoneme correspondences. A group of 34 children at risk for dyslexia trained three times a week during 14 weeks, on top of their standard school instruction. The sample was divided into two groups of 18 and 16 children, who started training at either the middle or the end of first grade. We found beneficial training effects in pseudoword reading in both training groups and for rapid automatized naming skills in the group that trained earlier. Our results suggest that both the efficiency in phonological decoding and rapid access to verbal representations are susceptible to facilitation by GraphoLearn. These findings confirm the utility of the training software as a tool to support school instruction and reading-related abilities in beginning readers. We discuss ideas to improve the content and outcomes of future versions of the training software.

The use of modern technologies as instructional tools is becoming increasingly prevalent in both general and special education. This systematic review examines the effects of computer-assisted and digital training on competency enhancement for adults with intellectual disabilities. As opposed to mere knowledge, “competency” was defined as the ability to apply and employ acquired knowledge to carry out tasks and solve problems in professional, social, and personal life domains. The PRISMA procedure was used to search for records dealing with competency enhancement using computerized training for intellectually disabled adults. Twenty-two articles met the inclusion criteria, showing that contemporary technology, computer-based tools, and digital instruments can positively affect the quality of life of adults with intellectual disabilities, and enhance their personal, professional, and social competencies. Ultimately, fostering computer-based technology to enhance competencies in adults with intellectual disabilities appears to be very promising, in that it allows these individuals to better integrate into society and live more independently, autonomously, and effectively.

Adaptive Training (AT) has been shown to be an effective technique for training tasks in multiple domains. Despite the promise AT has shown as a training technique, researchers remain unsure of the specific qualities that improve learning. In this experiment, we examined how adaptation schedule affects the efficacy and efficiency of difficulty adaptation in computer-based training. We used Cognitive Load Theory to guide our predictions about performance gains. In the reported study, we hypothesized that an adaptation schedule that adapts more frequently would lead to superior performance. To test this, we examined two types of difficulty adaptation (i.e., Within-Adaptive & Between-Adaptive) schedules using an audio-visual change detection task over five 10-minute scenarios. The Within-Adaptive condition adapted difficulty throughout the scenario based on trainee performance in real time. The Between-Adaptive condition adapted difficulty of subsequent scenarios based on previous scenario performance. We compared these two conditions to a Control condition, which maintained a constant difficulty throughout the experiment. We identified performance benefits for the Within-Adaptive condition, particularly for individuals whose performance was initially poor. A closer examination of the results suggested that average difficulty was the driving factor for performance gains in the Between-Adaptive condition. The data support that a within-scenario adaptation schedule effectively manages cognitive load to facilitate learning gains. [ABSTRACT FROM AUTHOR]

The purpose of this mini-review is to investigate if there are any cognitive benefits of computer-based foreign language training for healthy older individuals aged 55+ years. The author conducted a literature search of peer-reviewed English written research articles found in Pub Med, Web of Science and Scopus. The findings of this mini-review reveal that the research on the cognitive benefits of computer-based foreign language training for healthy older individuals is small-scale. The limited research findings of only three relevant studies indicate that these computer-based foreign language training programs may bring cognitive benefits for healthy elderly people, especially as far as the enhancement of their cognitive functions such as working memory are concerned. In addition, the authors of these studies suggest that foreign language learning is a useful activity for healthy older adults since it has the benefits of being meaningful (an advantage over other cognitive training approaches) and provides the chance for acquiring important skills that can benefit other aspects of life, such as travel or communication. In conclusion, the author of this mini-review also provides several implications for practice and future research.

This study presents the evaluation of a computer-based learning program for children with developmental dyscalculia and focuses on factors affecting individual responsiveness. The adaptive training program Calcularis 2.0 has been developed according to current neuro-cognitive theory of numerical cognition. It aims to automatize number representations, supports the formation and access to the mental number line and trains arithmetic operations as well as arithmetic fact knowledge in expanding number ranges. Sixty-seven children with developmental dyscalculia from second to fifth grade (mean age 8.96 years) were randomly assigned to one of two groups (Calcularis group, waiting control group). Training duration comprised a minimum of 42 training sessions à 20 min within a maximum period of 13 weeks. Compared to the waiting control group, children of the Calcularis group demonstrated a higher benefit in arithmetic operations and number line estimation. These improvements were shown to be stable after a 3-months post training interval. In addition, this study examines which predictors accounted for training improvements. Results indicate that this self-directed training was especially beneficial for children with low math anxiety scores and without an additional reading and/or spelling disorder. In conclusion, Calcularis 2.0 supports children with developmental dyscalculia to improve their arithmetical abilities and their mental number line representation. However, it is relevant to further adapt the setting to the individual circumstances.

Introduction: Primary stroke center educational requirements necessitate education of those healthcare professionals coming in contact with patients who have suffered a stroke. Clinical partners (CPs) are integral team members who often assist these patients with activities of daily living. A potential method of education is computer-based training (CBT). The purpose of this study was to measure the efficacy of CBT and clinical partners’ satisfaction with CBT as an educational tool. Methods: CBT was implemented as a cost-effective and efficient method of providing CPs with the education necessary to care for patients suffering a stroke. Additionally, an evaluation research approach was used with a single group using a pre-post quasi-experimental design. Also, a survey assessing CPs satisfaction of the education tool was conducted. Results: Twenty-six CPs completed the CBT training along with the pre- and post-knowledge tests. Data analysis, using a paired t-test, revealed the mean test score increased, from 77.6 + 9.56 pre-test to 89.3 + 7.09 post-test (t = 2.10, df = 18, p = .00013). For the secondary objective, 11 CPs completed the satisfaction survey which showed that only 3(27%) would have preferred a live session. Conclusion: The study results suggest that CBT is an effective tool in the education of clinical partners on the care of the patient suffering a stroke. In addition, it was favored over a live session, suggesting that innovative tools such as e-learning should be considered when education is required in a busy clinical setting.

This study presents the evaluation of a computer-based learning program for children with developmental dyscalculia and focuses on factors affecting individual responsiveness. The adaptive training program Calcularis 2.0 has been developed according to current neuro-cognitive theory of numerical cognition. It aims to automatize number representations, supports the formation and access to the mental number line and trains arithmetic operations as well as arithmetic fact knowledge in expanding number ranges. Sixty-seven children with developmental dyscalculia from second to fifth grade (mean age 8.96 years) were randomly assigned to one of two groups (Calcularis group, waiting control group). Training duration comprised a minimum of 42 training sessions à 20 min within a maximum period of 13 weeks. Compared to the waiting control group, children of the Calcularis group demonstrated a higher benefit in arithmetic operations and number line estimation. These improvements were shown to be stable after a 3-months post training interval. In addition, this study examines which predictors accounted for training improvements. Results indicate that this self-directed training was especially beneficial for children with low math anxiety scores and without an additional reading and/or spelling disorder. In conclusion, Calcularis 2.0 supports children with developmental dyscalculia to improve their arithmetical abilities and their mental number line representation. However, it is relevant to further adapt the setting to the individual circumstances. [ABSTRACT FROM AUTHOR]

We assessed the Swiss-German version of GraphoLearn, a computer game designed to support reading by training grapheme-phoneme correspondences. A group of 34 children at risk for dyslexia trained three times a week during 14 weeks, on top of their standard school instruction. The sample was divided into two groups of 18 and 16 children, who started training at either the middle or the end of first grade. We found beneficial training effects in pseudoword reading in both training groups and for rapid automatized naming skills in the group that trained earlier. Our results suggest that both the efficiency in phonological decoding and rapid access to verbal representations are susceptible to facilitation by GraphoLearn. These findings confirm the utility of the training software as a tool to support school instruction and reading-related abilities in beginning readers. We discuss ideas to improve the content and outcomes of future versions of the training software. [ABSTRACT FROM AUTHOR]

Crises demand swift and effective decision-making; yet there are many problems in training personnel on the skills necessary to achieve the goals of crisis management. This paper has three objectives concerning training for crisis management. First we integrate diverse literatures and present a framework for an understanding of the unique challenges in crisis management training, and the role of training systems with capabilities for simulation, immersion, and critiquing. Second, we describe an example of a trainer for ship damage control, called DC-Train, which addresses these challenges. This system consists of a first-principles simulator that generates large numbers of realistic scenarios, an immersive multimedia interface that helps elicit psychological processes involved in actual crisis management, and a critiquing expert system that provides real-time and post-session feedback on human decision-making performance. Finally, we present an empirical method for evaluating the effectiveness of such a system for crisis management training. Results of evaluation experiments with participants in a ship damage control training program indicate that the described computer-based trainer has psychological realism and improves decision-making performance. [ABSTRACT FROM AUTHOR]

We have shown that a computer-based program that trains schoolchildren in cognitive tasks that mainly tap working memory (WM), implemented by teachers and integrated into school routine, improved cognitive and academic skills compared with an active control group. Concretely, improvements were observed in inhibition skills, non-verbal IQ, mathematics and reading skills. Here, we focus on a subsample from the overarching study who volunteered to be scanned using a resting state fMRI protocol before and 6-month after training. This sample reproduced the aforementioned behavioral effects, and brain functional connectivity changes were observed within the attentional networks (ATN), linked to improvements in inhibitory control. Findings showed stronger relationships between inhibitory control scores and functional connectivity in a right middle frontal gyrus (MFG) cluster in trained children compared to children from the control group. Seed-based analyses revealed that connectivity between the r-MFG and homolateral parietal and superior temporal areas were more strongly related to inhibitory control in trained children compared to the control group. These findings highlight the relevance of computer-based cognitive training, integrated in real-life school environments, in boosting cognitive/academic performance and brain functional connectivity.

We have shown that a computer-based program that trains schoolchildren in cognitive tasks that mainly tap working memory (WM), implemented by teachers and integrated into school routine, improved cognitive and academic skills compared with an active control group. Concretely, improvements were observed in inhibition skills, non-verbal IQ, mathematics and reading skills. Here, we focus on a subsample from the overarching study who volunteered to be scanned using a resting state fMRI protocol before and 6-month after training. This sample reproduced the aforementioned behavioral effects, and brain functional connectivity changes were observed within the attentional networks (ATN), linked to improvements in inhibitory control. Findings showed stronger relationships between inhibitory control scores and functional connectivity in a right middle frontal gyrus (MFG) cluster in trained children compared to children from the control group. Seed-based analyses revealed that connectivity between the r-MFG and homolateral parietal and superior temporal areas were more strongly related to inhibitory control in trained children compared to the control group. These findings highlight the relevance of computer-based cognitive training, integrated in real-life school environments, in boosting cognitive/academic performance and brain functional connectivity. [ABSTRACT FROM AUTHOR]

Introduction: Primary stroke center educational requirements necessitate education of those healthcare professionals coming in contact with patients who have suffered a stroke. Clinical partners (CPs) are integral team members who often assist these patients with activities of daily living. A potential method of education is computer-based training (CBT). The purpose of this study was to measure the efficacy of CBT and clinical partners' satisfaction with CBT as an educational tool. Methods: CBT was implemented as a cost-effective and efficient method of providing CPs with the education necessary to care for patients suffering a stroke. Additionally, an evaluation research approach was used with a single group using a pre-post quasi-experimental design. Also, a survey assessing CPs satisfaction of the education tool was conducted. Results: Twenty-six CPs completed the CBT training along with the pre- and post-knowledge tests. Data analysis, using a paired t-test, revealed the mean test score increased, from 77.6 + 9.56 pre-test to 89.3 + 7.09 post-test (t = 2.10, df = 18, p = .00013). For the secondary objective, 11 CPs completed the satisfaction survey which showed that only 3(27%) would have preferred a live session. Conclusion: The study results suggest that CBT is an effective tool in the education of clinical partners on the care of the patient suffering a stroke. In addition, it was favored over a live session, suggesting that innovative tools such as e-learning should be considered when education is required in a busy clinical setting. [ABSTRACT FROM AUTHOR]

Background: First responders are a prime example of professionals that are at a high risk of being exposed to traumatic experiences. Reappraisal as a coping strategy might help first responders to better cope with their emotional responses to traumatic events. Objective: This study investigated the effects of repeated sessions of a digital reappraisal training among seven firefighters. The training consisted of four sessions supported by a virtual agent, conducted at home or at work, over a two-week period in a single case series. Method: Sixteen data points were collected from each participant in the eight days pre- and post-training. Results: Significantly more themes were used at post-training than at pre-training, implying more flexibility and confirming the main hypothesis of the study. Negative side effects were not reported during or in the week after the training. Conclusions: More controlled studies into the short- and long-term effects of a training of this nature are needed. Furthermore, it provides a reference for developers in this field.

Although anomia treatments have often focused on training small sets of words in the hopes of promoting generalization to untrained items, an alternative is to directly train a larger set of words more efficiently. The current case report study reports on a novel treatment for a patient with semantic variant Primary Progressive Aphasia (svPPA), in which the patient was taught to make and practice flashcards for personally-relevant words using an open-source computer program (Anki). Results show that the patient was able to relearn and retain a large subset of her studied words over a 20-month period. At the end of treatment, she showed good retention for 139 studied words, far more than the number typically treated in svPPA studies. Furthermore, she showed evidence of stimulus generalization to confrontation-naming tasks for studied items, and of relearning forgotten items with additional practice. This case represents a successful example of patient-centered computer-based asynchronous telepractice. It also illustrates how data captured from computer-based treatments can provide powerful practice-based evidence, obtained during routine clinical care.

Recent studies have suggested that the visuospatial component of working memory (WM) is selectively impaired in individuals with Down syndrome (DS), the deficit relating specifically to the spatial-simultaneous component, which is involved when stimuli are presented simultaneously. The present study aimed to analyze the effects of a computer-based program for training the spatial-simultaneous component of WM in terms of: specific effects (on spatial-simultaneous WM tasks); near and far transfer effects (on spatial-sequential and visuospatial abilities, and everyday memory tasks); and maintenance effects (one month after the training). A comparison was drawn between the results obtained when the training was led by parents at home as opposed to an expert in psychology.Thirty-nine children and adolescents with DS were allocated to one of two groups: the training was administered by an expert in one, and by appropriately-instructed parents in the other. The training was administered individually twice a week for a month, in 8 sessions lasting approximately 30 minutes each. Our participants’ performance improved after the training, and these results were maintained a month later in both groups. Overall, our findings suggest that spatial-simultaneous WM performance can be improved, obtaining specific and transfer gains; above all, it seems that, with adequate support, parents could effectively administer a WM training to their child.

The article offers information on the study which evaluates the Calcularis, a computer-based training program, along with its three conditions which include waiting control group, Calcularis group, and spelling training group. The study involves a total of 138 children from second to fifth grade who undergo 24 training sessions for about 6-8 weeks. Result suggests that Calcularis could support primary school children in spatial number representation and arithmetic performance.

The authors review one of the most important aspects of training officials to perform their duties, namely increasing their level of operational training by using computer-based forms of education, a task to be implemented at the Russian Federation National Defense Control Center. [ABSTRACT FROM AUTHOR]

The aim of the study is to conduct an investigation into the status-quo of computer-based training (CBT) at one of the leading Life Assurance companies in South Africa. The investigation comprises the development of a generic theoretical taxonomy of successful CBT which identifies the theoretical macro and micro criteria for successful CBT and its implementation. Core differences between the ideal and actual CBT in practice are identified. Results indicate that the CBT at the company satisfies the majority of the micro and macro success criteria. A few inadequacies are identified. Recommendations are made with regards to various remedial procedures. The incorporation of the theoretical taxonomy and the remedial procedures would serve to increase the success of companies CBT and could result in a highly efficient and effective CBT programme. Opsomming Die doel van die studie is die ondersock na die huidige status van rekenaar-gesteunde-opleiding aan een van die vooraanstaande Lewensversekeringsinstansies in Suid-Afrika. Die studie sluit die ontwikkeling van 'n generiese teoretiese taksonomie vir suksesvolle rekenaar-gesteunde-opleiding in, ten einde teoretiese makro en mikro sukseskriteria van rekenaar-gesteunde-opleiding daar te stel. Kemverskille tussen die ideaal en rekenaar-gesteunde opleiding in die praktyk word geidentifiseer. Resultate toon dat rekenaar-gesteunde-opleiding by die betrokke instansie grootliks aan die meeste mikro en makro sukseskriteria voldoen.'n Aantal tekortkominge word gei'dentifiseer. Verskeie aanbevelings ten opsigte van regstellende prosedures word gemaak. Die implementering van die teoretiese taksonomie en regstellende prosedures in organisasies wat tans van rekenaar-gesteunde-opleiding opieiding gebruik maak, kan lei tot 'n meer effektiewe en doeltreffende rekenaar-gesteunde-opleidings program.

Background: Stroke survivors frequently suffer from executive impairments even in the chronic phase after stroke, and there is a need for improved rehabilitation of these functions. One way of improving current rehabilitation treatment may be by online cognitive training. Based on a review of the effectiveness of computer-based cognitive training in healthy elderly, we concluded that cognitive flexibility may be a key element for an effective training, which results in improvements not merely on trained tasks but also in untrained tasks (i.e., far transfer). The aim of the current study was to track the behavioral and neural effects of computer-based cognitive flexibility training after stroke. We expected that executive functioning would improve after the cognitive flexibility training, and that neural activity and connectivity would normalize towards what is seen in healthy elderly. Methods/design: The design was a multicenter, double blind, randomized controlled trial (RCT) with three groups: an experimental intervention group, an active control group who did a mock training, and a waiting list control group. Stroke patients (3 months to 5 years post-stroke) with cognitive complaints were included. Training consisted of 58 half-hour sessions spread over 12 weeks. The primary study outcome was objective executive function. Secondary measures were improvement on training tasks, cognitive flexibility, objective cognitive functioning in other domains than the executive domain, subjective cognitive and everyday life functioning, and neural correlates assessed by both structural and resting-state functional Magnetic Resonance Imaging. The three groups were compared at baseline, after six and twelve weeks of training, and four weeks after the end of the training. Furthermore, they were compared to healthy elderly who received the same training. Discussion: The cognitive flexibility training consisted of several factors deemed important for effects that go beyond improvement on merely the training task themselves. Due to the presence of two control groups, the effects of the training could be compared with spontaneous recovery and with the effects of a mock training. This study provides insight into the potential of online cognitive flexibility training after stroke. We also compared its results with the effectiveness of the same training in healthy elderly. Trial registration: The Netherlands National Trial Register NTR5174. Registered 22 May 2015. [ABSTRACT FROM AUTHOR]

Einleitung: Aufgrund der immer kürzer werdenden Liegezeiten von Patienten in den Universitätskliniken stehen immer weniger „echte“ Patienten für den Einsatz in der Lehre zur Verfügung. Virtuelle Patienten können in diesem Kontext als sinnvolle Ergänzung des Ausbildungsprogramms gesehen werden. Gleichwohl ist die Erstellung von virtuellen Patienten (VP) sehr aufwändig und deshalb kommt in letzter Zeit verstärkt der Wunsch auf, einmal erstellte virtuelle Patienten hochschulübergreifend, idealerweise auch systemübergreifend, in verschiedenen Lernumgebungen nutzen zu können. Eine Möglichkeit hierzu bietet das derzeit laufende eViP-Projekt [1]. Der Artikel versucht, die Schwierigkeiten bei der Entwicklung des beim eViP verwendeten MedBiquitous Virtual Patient Standard [2] zum Austausch virtueller Patienten, aber auch dessen Umsetzung im fallbasierten Trainingssystem CAMPUS [3], näher zu beleuchten. Methoden: Der MedBiquitous Virtual Patient Standard soll den Austausch zwischen unterschiedlichen VP-Systemen sicherstellen. Um den Austausch von virtuellen Patienten zwischen verschiedenen Systemen zu ermöglichen, müssen in einem ersten Schritt eigene virtuelle Patienten in den MedBiquitous Virtual Patient Standard exportiert und wieder importiert werden können. In einem zweiten Schritt ist der Im- und Export von virtuellen Patienten fremder Systeme vorgesehen. Ergebnisse: Alle beteiligten Partner beschäftigen sich derzeit noch mit dem Im- und Export eigener virtueller Patienten. Hierbei durchläuft der sich noch in der Entwicklung befindende Standard aktuell mehrere Iterationsschritte. Diskussion: Ein Standard zum Austausch von virtuellen Patienten ist nur sinnvoll, wenn mehrere Partnersysteme einen akzeptablen Im- und Export von virtuellen Patienten in diesen Standard anbieten. Aufgrund der didaktisch unterschiedlichen Ansätze und Konzepte der einzelnen Systeme wird ein Austauch von virtuellen Patienten jedoch nur mit Informationsverlusten möglich sein.

[english] Background: Computer based training (CBT) is based on chunking of the learning content and follows a highly structured instructional design. The question is addressed whether verbally expressible knowledge can be acquired by CBT in a learning content example in human medicine. Methods: 43 students of human medicine (31 females, 12 males) studied a CBT learning object on general tumour pathology comprising 32 frames for three times and wrote short essays on the topic. The main goal was to assess the increase of the frequency of terms and concepts of general tumour pathology between the essays as determined by content analysis.Results: Frequency analysis showed 28 +- 25 hits in the first, 40 +- 19 hits in the second and – after two weeks intermission – 35 +- 17 hits in the third essay, with the increase being highly significant (p < 0.01) The hits in the essay correlated significantly with the performance in the CBT learning object. In the qualitative feedback, positive remarks prevailed (p < 0.01). Conclusion: Computer based training does not simply drill the performance in predefined frames, but facilitates the achievement of knowledge which can be verbally expressed. Performance of the individual student in the CBT learning objects is significantly correlated to the quality of the short essay on the same topic.[german] Zielsetzung: Computer-based Training (CBT) als tutorielles e-Learning-Konzept beruht auf einer Zerlegung des Lernstoffs in kleine Einheiten (Chunking) und einem stark strukturierten instruktionalen Prozess. Die Studie befasst sich mit der Frage, ob auf diese Art aktiv explizites (sprachlich ausdrückbares) Wissen zu einem humanmedizinischen Thema erworben werden kann. Methodik: 43 Studierende der Humanmedizin (31 Frauen, 12 Männer) machten ein CBT-Lernobjekt zur Allgemeinen Tumorpathologie mit 32 Frames 3 mal durch und erstellten Kurzessays. Hauptzielgröße war die Differenz der inhaltlichen Frequenzanalyse tumorpathologischer Begriffe und Konzepte in den späteren Essays im Vergleich zum Ausgangsessay. Ergebnis: Die Frequenzanalyse zeigte im Ausgangsessay 28 +- 25 Treffer, im zweiten 40 +- 19 und im dritten – zwei Wochen später – 35 +- 17 Treffer und damit jeweils eine hoch signifikante Verbesserung (p < 0.01). Die Leistungen im CBT zeigten eine starke Korrelation mit den Ergebnissen der Essays. Im optionalen Feedback überwogen die positiven Aussagen gegenüber den negativen (p < 0.01). Schlussfolgerung: Mittels Computer-based Training wird nicht bloß die Beantwortung definierter Frames geübt, sondern explizites Wissen vermittelt. Die Leistungen im CBT und der erzielte Leistungszuwachs korrelieren signifikant mit der Qualität von Short Essays.

The effectiveness of dynamic versus static visualizations in computer-based training (CBT) systems has generated a lot of research effort with divergent findings. The work reported in this paper examines a novel paradigm that learning a procedural motor skill may be enhanced by instructional visualizations that optimizes the construction of mental task models. We investigated the interaction of different interface visualizations of a CBT system with the cognitive characteristics of trainees by comparing three conditions of interface dynamism in a mechanical motor skills learning task. Ninety-one participants across three treatment groups performed a disassembly motor task. After controlling for effects of spatial visualization abilities, participants who used training interfaces with dynamic information content completed the post-learning motor task faster and more accurately than those who used interfaces with a static visual content. These findings suggest that instructional interfaces having motor coordinating information, which is intrinsic to the execution of procedural motor tasks, are more suitable for CBT of novice trainees. It may also imply the possibility of a common approach to the design and implementation of CBT systems, which is independent of learner's cognitive abilities. [ABSTRACT FROM AUTHOR]

The serious games community is moving toward research focusing on direct comparisons between learning outcomes of serious games and those of more traditional training methods. Such comparisons are difficult, however, due to the lack of a consistent taxonomy of game attributes for serious games. Without a clear understanding of what truly constitutes a game, scientific inquiry will continue to reveal inconsistent findings, making it hard to provide practitioners with guidance as to the most important attribute(s) for desired training outcomes. This article presents a game attribute taxonomy derived from a comprehensive literature review and subsequent card sorts performed by subject matter experts (SMEs). The categories of serious game attributes that emerged represent the shared mental models of game SMEs and serve to provide a comprehensive collection of game attributes. In order to guide future serious games research, the existing literature base is organized around the framework of this taxonomy. [ABSTRACT FROM AUTHOR]

Computer-based interactive clinical cases were introduced in 1999 to improve problem-solving abilities in undergraduate education in internal medicine at the University of Munich; the content of online cases was matched with the main lecture. Course credits were given for the successful processing of four cases; an additional eight cases were offered to the students for voluntary use. Only the required cases were used substantially (between 89% and 95% of all students) whereas a minority of students (between 5% and 11%) used the cases voluntarily. In spite of this predominantly extrinsic motivation, most students expressed a high level of intrinsic motivation and rated their self-reported learning success as high. The difficulty of cases was rated as appropriate. This was supported by quantitative data on the correctness of students' answers. In summary, the integration of computer-based cases into a face-to-face learning curriculum should be coupled with the course assessment framework.

The goal of this study was to receive information about students' acceptance of computer- and case-based testing. 32 students had to work through two computer based cases and to answer the related questions. The questions were posed in two formats: in the multiple-choice question (MCQs) format and in the open-ended question (OEQs) format. Afterwards, the learners had to fill in a questionnaire concerning the acceptance of computer- and case-based testing, the testing tool and computer-based learning. The results showed a moderate acceptance in the first scale and a high acceptance in the scales concerning the testing tool and learning with computer. Additionally, the students had to assess the difficulty of the particular format. The students rated it easier to answer MCQs than OEQs.In summary, the results are encouraging in respect to an implementation of computer-based cases within the scope of faculty internal tests.

Distance learning, where instruction is given to students despite wide separations of students and teachers, is increasingly popular: Videoconferencing, which is examined in this study, is a distance learning mode of featuring real-time interaction of students and teachers and provides sequence, real-time, vision, and actual interaction. This study focuses on learning achievement compared to that of face-to-face instruction at one fixed location. It investigates the interrelation of learning achievement, gender, emotional intelligence, and motivation. Statistical techniques are used to analyze and evaluate the data. The subjects were divided into a target group and control group. The findings were that learning achievement was similar for videoconferencing and traditional face-to-face instruction. It showed a significant relationship between emotional intelligence and learning achievement. An implication is that a judicious embedding of emotional intelligence consideration in the design and implementation of videoconferencing courses might enhance learning achievement. [ABSTRACT FROM AUTHOR]

The Ocular Disease Diagnostic Tutor (ODDT) is a computer-based training (CBT) application that emphasizes the recognition and diagnosis of ocular disease. The ODDT is self-paced and deploys a decision-based approach to learning. In this study, the ODDT was used as a supplement to traditional classroom teaching. A randomized study was designed to evaluate whether or not use of the ODDT would improve student performance in the description, diagnosis and management of ocular disease. The evaluation demonstrated that the ODDT user group achieved an average of one standard deviation improvement in performance over tested material. [ABSTRACT FROM AUTHOR]

Abstract: National Guard Civil Support Teams (CST) respond to a variety of situations involving dangerous materials. Many of these situations can be safely simulated for training purposes in the real world. Radiological threats, however, are difficult to simulate due to the lack of materials that can mimic radiation sources without the danger of the real radiation. To address the need for a system to train CSTs to respond to radiological threats, we have developed the Radiological Immersive Survey Training (RIST) system. RIST simulates radiological threats from multiple sources using a realistic real-time shielding model based on ray casting and allows users to practice surveying the threat using simulated representations of the world and equipment. We have developed an after action review tool to allow a trainer to show trainees a recording of their survey and how they can improve. We also created a scenario design tool to allow the trainer to create complex environments with radiological threats. We developed novel multi-user interaction techniques to enable simultaneous training for two CST members in an immersive virtual environment. We also introduced a novel multi-perspective rendering technique for two users based on each user''s task rather than field of view. Finally, we conducted a preliminary user study with several pairs of expert users to measure user preferences and the effects of using this technique, in conjunction with how altering which user navigated, on user performance. CST survey teams from two states have now used the system for training. [Copyright &y& Elsevier]

Abstract: The destruction caused by wildfires has led to the development of various models that try to predict the effects of this phenomenon. However, as the computational complexity of these models increases, their utility for real-time applications diminishes. Fortunately, the burgeoning processing power of the graphics processing unit can not only mitigate these concerns but also allow for high-fidelity visualization. We present VFire, an immersive wildfire simulation and visualization system. Users are placed in a virtual environment generated from real-world data regarding topology and vegetation. There they can simulate wildfires in real-time under various conditions. They can then experiment with various suppression techniques, such as fire breaks and water drops. The simulation is performed on the graphics card, which then provides visualization of the results. The system is intended to train fire chiefs in planning containment efforts and to educate firefighters, policymakers, and the general public about wildfire behavior and the effects of preventative measures. [ABSTRACT FROM AUTHOR]

Written environments in online learning enable professional discourse to be analysed in depth and provide greater knowledge for improving learning and for planning and delivering courses aimed at professional development. Until now, research into professional discourse has highlighted the importance of interaction in the development of professional discourse, the need to analyse professional discourse as much from a historical point of view as from a situational one and the influence the demands of the context have on this discourse. This study takes this triple result and delves further into the professional discourse verbalised by 21 educational psychologists taking an online practice development course, and incorporates an integrated historical and situational analysis. The professional discourse reflected in interaction observed in a debate activity and in the study material for the course was analysed to discover the principal sources of power and sources of content. The historical analysis revealed four sources of power: researchers of recognised standing, the author of the study material, the expert professional acting as teacher and the primary sources of information. The situational analysis revealed three sources of content: the tasks and contexts, the theoretical models, and the approach and professional practice intervention models. Sources of power, sources of content and also the type of request made by the teacher are elements identified in the discourse that take on a special relevance in the design and planning of courses for professionals in interactive learning environments. [ABSTRACT FROM AUTHOR]

Many students struggle with statistical concepts such as interaction. In an experimental group, participants took a paper-and-pencil test and then were given training to establish equivalent classes containing four different statistical interactions. All participants formed the equivalence classes and showed maintenance when probes contained novel negative exemplars. Thereafter, participants took a second paper-and-pencil test. Participants in the control group received two versions of the paper-and-pencil test without equivalence-based instruction. All participants in the experimental group showed increased paper-and-pencil test scores after forming the interaction-indicative equivalence classes. Class-indicative responding also generalized to novel exemplars and the novel question format used in the paper-and-pencil test. Test scores did not change with repetition for control group participants. Implications for behavioral diagnostics and teaching technology are discussed. [ABSTRACT FROM AUTHOR]

Background: Cognitive decline leads to disability and increased health care expenditures. Methods: Effectiveness of an intervention to stimulate multiple cognitive domains was determined using a format combining traditional and computer-based activities (Integrated Cognitive Stimulation and Training Program), 45 minutes a day, 2 days a week, for 6 weeks. Nonimpaired, mildly, and moderately-impaired participants > age 65 (n = 32) were randomly allocated into a control or experimental group. Using a repeated measures design participants were tested again postintervention and at 8 weeks follow-up. Results: Statistically significant improvement on Dementia Rating Scale scores occurred for mildly and moderately impaired treatment participants (n = 15). Statistical significance was demonstrated on subscales of the WMS-III: Logical Memory I and Logical Memory II. Conclusion: Blending computer-based with traditional cognitive stimulation activities shows promise in preserving cognitive function in elders. Future studies to explore efficacy in larger, more diverse samples are needed. [ABSTRACT FROM AUTHOR]

Introduction: Due to the increasingly shorter turnaround times for patients in university hospitals, fewer "real" patients are available for use in teaching. In this context, virtual patients can be seen as a useful addition to medical education. Unfortunately, the creation of virtual patients (VPs) is very expensive. This cost aspect necessitates the reuse of once created virtual patients in different virtual patient systems. The ongoing eViP project pursues this need as one of its major goals [1]. This article highlights the challenges of the development of a so-called MedBiquitous Virtual Patient Standard [2] and its implementation in the case-based training system CAMPUS [3]. Methods: The MedBiquitous Virtual Patient Standard has been developed to enable the exchange of virtual patients between different virtual patient systems. For CAMPUS the import of standard conform virtual patients and the export of proprietary CAMPUS-related virtual patients must be implemented. Moreover, a working interchange requires a corresponding import and export facility for virtual patient systems other than CAMPUS. Results: All partners who want to support the MedBiquitous Virtual Patient Standard are currently working on the import and export of their proprietary virtual patients. The MedBiquitous Virtual Patient Standard is still under development and will have to pass additional evaluation steps before finalization. Discussion: A standard for the exchange of virtual patients is only useful if all participating systems can offer a reliable and conforming import and export facility for virtual patients. However, due to the different educational concepts and approaches of the various systems, the exchange of virtual patients can only be realized with loss of information. [ABSTRACT FROM AUTHOR]