BackgroundDementia caregiving is often associated with increase in depressive symptoms and strained relationships. This study tested whether telephone-delivered psychoeducation combined with an enhanced behavioral activation (BA) module had a better effect on the well-being of Alzheimer’s caregivers than psychoeducation alone. The focus is on enhancing the competent use of coping skills via BA. The program is delivered by telephone to increase accessibility and sustainability for caregivers. Senior citizens are trained as paraprofessionals to deliver the BA module to increase the potential for sustainability of the program.Methods and subjectsThe study compared two telephone interventions using a 4-month longitudinal randomized controlled trial. For the first 4 weeks, all participants received the same psychoeducation program via telephone. Then for the following 4 months, eight biweekly telephone follow-up calls were carried out. For these eight follow-up calls, participants were randomized into either one of the two following groups with different conditions. For the psychoeducation with BA (PsyED-BA) group, participants received eight biweekly sessions of BA practice focused on pleasant event scheduling and improving communications. For the psychoeducation only (PsyED only) group, participants received eight biweekly sessions of general discussion of psychoeducation and related information. A total of 62 family caregivers of persons living with dementia were recruited and 59 (29 in the PsyED-BA group and 30 in the PsyED only group) completed the whole study.ResultsAs compared to the group with psychoeducation and discussion, the group with enhanced BA had decreased levels of depressive symptoms. The study had a low attrition rate.ConclusionResults suggested that competence-based training could be effectively administered through the telephone with the help of senior citizens trained and engaged as paraprofessionals. Results contribute to the present literature by offering some framework for developing effective, accessible, sustainable, and less costly interventions.

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With the advancement of information technology and policies encouraging interactivities in teaching and learning, the use of students' response system (SRS), commonly known as clickers, has experienced substantial growth in recent years. The reported effectiveness of SRS has varied. Based on the framework of technological-pedagogical-content knowledge (TPACK), the current study attempted to explore the disparity in efficiency of adopting SRS. A concurrent mixed method design was adopted to delineate factors conducive to efficient adoption of SRS through closed-ended survey responses and qualitative data. Participants were purposefully sampled from diverse academic disciplines and backgrounds. Seventeen teachers from various disciplines (i.e., tourism management, business, health sciences, applied sciences, engineering, and social sciences) at the Hong Kong Polytechnic University formed a teacher focus group for the current study. In the facilitated focus group, issues relating to efficient use of clickers, participants explored questions on teachers' knowledge on various technologies, knowledge relating to their subject matters, methods and processes of teaching, as well as how to integrate all knowledge into their teaching. The TPACK model was adopted to guide the discussions. Emergent themes from the discussions were extracted using NVivo 10 for Windows, and were categorized according to the framework of TPACK. The survey, implemented on an online survey platform, solicited participants on teachers' knowledge and technology acceptance. The close-ended survey comprised 30 items based on the Technological Pedagogical Content Knowledge (TPACK) framework and 20 items based on the Unified Theory of Acceptance and Use of Technology (UTAUT). Participating teachers concurred with the suggestion that use of clickers is instrumental in engaging students in learning and assessing formative students' progress. Converging with the survey results, several major themes contributing to the successful implementation of clickers, namely technology, technological-pedagogical, technological-content, technological-pedagogical-content knowledge, were identified from the teacher focus groups. The most and second most frequently cited themes were technological-pedagogical-content Knowledge and the technological knowledge respectively. Findings from the current study triangulated with previous findings on TPACK and use of clickers, particularly, the influence of technological-pedagogical-content Knowledge and technological knowledge on successful integration of innovations in class. Furthermore, the current study highlighted the impact of technological-pedagogical and technological-content knowledge for further research to unfold technology adoption with these featured TPACK configurations, as well as rendering support to frontline academics related to integration of technology and pedagogy.Keywords: student response system; Hong Kong; eLearning BackgroundAdvancement of information technology in recent decades opens new arra...

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Competitiveness in serious games and game-based learning contexts, have been suggested to be associated with variations in flow experience pertaining from game experience. Evidence from the game-based learning literature suggested that game-based learning in general enhances learning outcomes, and applicable to learning psychology at the undergraduate level. Yet the magnitude of such effect remains mixed from empirical evidence. The current study examines whether game-based learning, in competitive and non-competitive game format, would lead to differentiated gains on learning outcomes, perceived flow experience from game-based learning, and their interaction. We wish to test whether competitive and non-competitive formats of game-based learning could be characterized with different configurations of game flow experience that encapsulate the game-based learning experience, as well as the extent to which such predominant game flow experience would correlate with observed learning outcomes from featured game-based learning conditions. Effect of game-based learning was tested with an 2 × 2 experimental design. Participating learners (n = 142) were randomly assigned into either one out of four experimental conditions based on a 2 × 2 block design with two independent variables, competitiveness of game-based learning (competitive vs. non-competitive), and format of game-based learning (group vs. individual). Participating Learners in each of the conditions were assessed on learning outcomes related to the subject matters intended for the game-based learning artefacts. Results on learning outcomes revealed a significant main effect of competitiveness of game-based learning was observed, but not for format nor interaction effect. Main effect of format of game-based learning when learning in groups was observed from another two-way ANOVA analysis in a finite set of eGameFlow constructs including feedback, autonomy, goal clarity, and social interaction. Interaction effects between competitiveness of game-based learning and format was observed in autonomy and goal clarity constructs. Results from this study suggested that competitiveness and group format does not necessarily warrant improvement on learning outcomes in the game-based learning context. Main effects on cognitive flow dimensions align with the performance orientation among Asian learners. Further research would shed light on identifying levels of optimal gamified elements while assuring improvement on intended learning outcomes in the Asian tertiary education context.

Game-Based Learning (GBL) has been recognized as an essential tool for motivating students to engage in active and constructive learning. While there is a link between GBL and learning outcomes, current research evidence tends to undermine the interrelationships of concepts and oversimplify flow experience in the context of GBL. This study used a comprehensive Flow perspective to examine the roles of specific gaming characteristics affecting students’ self-regulated learning and acceptances of use in a higher education GBL context, with a path model based on data collected from 275 undergraduate university students. The model demonstrated an excellent fit of the data with interrelations among constructs about Flow Antecedents, Acceptance of Use, Motivation and Metacognition. The findings revealed that learners place a higher value on GBL with flow elements like Concentration and Challenge, which is linked to their learning motivation and metacognitive outcomes. Aid by GBL on knowledge gain and immersive experience are considered as the underpinnings of Performance Expectancy before students consider adopting GBL for their learning. In contrast to what is typical of serious games, learners primarily use GBL to improve their academic performance rather than for its immersive experience.

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