A Game-Based Online Tool to Measure Cognitive Functions in Students

Berg, Valeska

doi:10.17083/ijsg.v8i1.410

Cited by 11 publications

(6 citation statements)

References 60 publications

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“…The computerized game used in this study simulates an international trade system. Games have frequently been praised as a tool to overcome traditional training failures (e.g., Berg, 2021;Greitzer et al, 2007). The game's goal is to increase personal profit, including decision-making processes.…”

Section: Research Toolsmentioning

confidence: 99%

The Effects of Fragmented and Continuous Interruptions on Online Task Performance

Ariel

Levy

2022

ONLINE J COMMUN MEDIA TECHNOL

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This study examines the effect of online interruptions on task performance. Two hundred and eighty players played a game designed to simulate an online environment decision-making process. The manipulation was achieved through an intervention design. Participants were exposed to messages in six interruption conditions as they played: (i) slow-fragmented text, (ii) fast-fragmented text, (iii) slow-fragmented image, (iv) fast-fragmented image, (v) continuous text, and (vi) continuous image. We compared text-only interruptions and image interruptions within different rates of interruption. The results indicate that participants with continuous text interruptions display the same performance as those without interruptions; participants who experience fast text interruptions perform the best; participants exposed to slow text interruptions performed poorly on tasks. These results imply the conditions in which controlling the rate and richness of online interruptions could improve task performance.

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Section: Research Toolsmentioning

confidence: 99%

The Effects of Fragmented and Continuous Interruptions on Online Task Performance

Ariel

Levy

2022

ONLINE J COMMUN MEDIA TECHNOL

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“…Various applications can actually be used in the assessment. (Berg et al, 2021) offers a Game-based Assessment Application to measure students' knowledge. To measure the skill aspect, the teacher can use a padlet or wall wisher in the form of an online bulletin board (Jong & Kim Hua, 2021).…”

Section: Forms Of Digital Technology In Learningmentioning

confidence: 99%

Digital Transformation in Education: Forms, Contributing Factors, and Impacts

2022

JEP

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This study intends to catalogue the types of digital technologies utilized in learning interactions, accessing learning resources, and conducting assessments online. Additionally, it makes an effort to examine the internal and external factors that support learning through digital technology and their effects on student learning outcomes. This study employs a descriptive qualitative methodology. Data were gathered using observation, documentation studies, and interviews. To map the position of the school in digital-based learning, data on internal and external factors were analyzed through an internal and external factors evaluation matrix. According to the study's findings, websites, e-modules from kemendikbud.go.id, YouTube, Google Scholar, Google Docs, and other digital technology platforms are used to access learning resources. Quiz, Google forms, and e-reports are used for learning assessment while Zoom, Google Meet, What's App, and Quiz are utilized for learning interactions. The study of internal and external factors' outcomes demonstrates that the school's strengths over weaknesses allow it to respond quickly to the threatsposed by digital-based learning. It is possible to overcome the threats of time management in online learning by leveraging a variety of digital technology apps that enhance student learning outcomes.

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“…Previous tests of the CaTS have focused on relatively small, clinical, or targeted populations. An online version extends the capacity to access a wider, more diverse participant pool ( 35 ) and allows the task to be performed anonymously and in less-formal settings ( 36 ). Given the remote nature of CaTS-online, the study will draw on adult and late adolescent (18+) groups, herein specified as “young people.”…”

Section: Introductionmentioning

confidence: 99%

A comparison of temporal pathways to self-harm in young people compared to adults: A pilot test of the Card Sort Task for Self-harm online using Indicator Wave Analysis

Lockwood

Babbage²,

Bird³

et al. 2023

Front. Psychiatry

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BackgroundSelf-harm is complex, multifaceted, and dynamic, typically starts in adolescence, and is prevalent in young people. A novel research tool (the Card Sort Task for Self-harm; CaTS) offers a systematic approach to understanding this complexity by charting the dynamic interplay between multidimensional factors in the build-up to self-harm. Sequential analysis of CaTS has revealed differences in key factors between the first and the most recent episode of self-harm in adolescence. Rates of self-harm typically decline post-adolescence, but self-harm can continue into adulthood. A comparison between factors linked to self-harm in young people vs. adults will inform an understanding of how risk unfolds over time and clarify age-specific points for intervention. A pilot online adaptation (CaTS-online) and a new method (Indicator Wave Analysis; IWA) were used to assess key factors in the build-up to self-harm.MethodsCommunity-based young people (n = 66; 18–25 years, M = 21.4; SD = 1.8) and adults (n = 43; 26–57 years, M = 35; SD = 8.8) completed CaTS-online, documenting thoughts, feelings, events, and behaviours over a 6-month timeline for the first ever and most recent self-harm. A notable interdependence between factors and time points was identified using IWA.ResultsPositive emotion at and immediately after self-harm exceeded the threshold for both groups for both episodes. Feeling better following self-harm was more pronounced for the first-ever episodes. Impulsivity was an important immediate antecedent to self-harm for both groups at both episodes but most markedly for young people. Acquired capability was notable for adults’ most recent episodes, suggesting this develops over time. Burdensomeness was only more notable for adults and occurred 1 week prior to a recent episode. Both groups revealed patterns of accessing support that were helpful and unhelpful.ConclusionCommonalities and differences in the temporal organisation of factors leading to and following self-harm were identified in young people and adult pathways which shed light on age-specific factors and possible points of intervention. This has implications for clinical support and services around approaches to positive feelings after self-harm (especially for first-ever self-harm), feeling of burdensomeness, impulsivity, and acquired capability leading up to self-harm. Support is provided for card-sort approaches that enable the investigation of the complex and dynamic nature of pathways to self-harm.

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A Game-Based Online Tool to Measure Cognitive Functions in Students

Cited by 11 publications

References 60 publications

The Effects of Fragmented and Continuous Interruptions on Online Task Performance

The Effects of Fragmented and Continuous Interruptions on Online Task Performance

Digital Transformation in Education: Forms, Contributing Factors, and Impacts

A comparison of temporal pathways to self-harm in young people compared to adults: A pilot test of the Card Sort Task for Self-harm online using Indicator Wave Analysis

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