Battling bias: Effects of training and training context

Poos, Jackie M.; Bosch, Karel Van den; Janssen, Christian P.

doi:10.1016/j.compedu.2017.04.004

Cited by 15 publications

(13 citation statements)

References 40 publications

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“…Based on the fact that the primary school student is just starting to get involved in productive mental activity, which requires him to maintain attention, focus, restrain emotions and perseverance, it is advisable to conduct information security training events in the primary grades in a playful way, with playing, social and psychological roles. Our approach is consistent with the results of the article J. Poos, K. Bosch, C. Janssen [13], which describes the features of critical thinking education and the role of game-based learning in the context of dynamic and static activities. As a result of the implementation of this approach, a certain clear algorithm of behavior is formed in a child in a typical information threat situation.…”

Section: Discussion Of Resultssupporting

confidence: 89%

Systematic information security training in elementary school

Bocharov¹,

Mozharov²,

Simonova³

2019

Proceedings of the International Scientific and Practical Conference on Digital Economy (ISCDE 2019)

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Issue and purpose. The article reveals the urgent problem of the systematic training of information security (IS) in primary school. The purpose of the article is to present an approach to the formation of the content of information security education for primary school children, taking into account possible sources and situations of information threats. Methodology. The methodological base of the study is the activity approach, the theory of situational and contextual learning. The solution of the study issues was provided by a set of methods based on the analysis of domestic and foreign pedagogical theory and practice in the field of ensuring information security of an individual; general scientific methods, including modeling, matching, comparison and generalization; experimental methods using diagnostic tools, expert estimates and statistical processing of the results of a pedagogical experiment. Results. The article explores the issues of teaching information security to primary school students. In the course of the study, an analysis was made of the characteristics of the perception of information critical for the life of a younger student, the social groups of its possible information communication were identified, the sources of information threats typical for young students were identified, a model for the formation of the content of information security training for younger students was developed, which forms the basis for the formation of the methodology basics of information security training at the primary school stage. Conclusions. The results obtained indicate the need to implement the developed model for teaching information security to junior schoolchildren in the educational environment of the school with the involvement of parents, family, the system of vocational education, public organizations and social services.

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Section: Discussion Of Resultssupporting

confidence: 89%

Systematic information security training in elementary school

Bocharov¹,

Mozharov²,

Simonova³

2019

Proceedings of the International Scientific and Practical Conference on Digital Economy (ISCDE 2019)

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show abstract

“…Hudson et al, 2019), learning transfer (e.g. Poos, van den Bosch, & Janssen, 2017) and intention‐fulfilment (e.g. Rabin, Kalman, & Kalz, 2019).…”

Section: Discussionmentioning

confidence: 99%

Linking learner factors, teaching context, and engagement patterns withMOOClearning outcomes

Deng

Benckendorff

Gannaway

2020

Computer Assisted Learning

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Prior studies of MOOC learners have focused almost exclusively on behavioural and social aspects of engagement. This paper extends the scope of previous studies by adopting a multi‐dimensional, person‐centred approach to investigate learner engagement in MOOCs. An analysis of 1,452 self‐administered survey responses uncovered three prototypical categories of MOOC learners based on patterns of behavioural, cognitive, emotional and social engagement: (a) “Individually Engaged” learners, (b) “Least Engaged” learners and (c) “Wholly Engaged” learners. The study revealed significant differences among the three cohorts of MOOC participants with respect to learner factors (gender, origin, motivation), teaching context (course level, course duration, form of the assessment) and learning outcomes (course completion, perceived quality of instruction). The results of this study suggest that adopting a multi‐dimensional, person‐centred approach can be useful for researchers and practitioners to classify MOOC learners into subpopulations, design effective educational interventions that best engage different types of learners, and provide support and scaffolding to individuals with idiosyncratic or problematic engagement patterns.

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“…Merely teaching knowledge on the existence and nature of cognitive biases has appeared insufficient to mitigate them [35]. Therefore, more elaborate training methods and tools for debiasing have been developed, where people are intensively educated and trained how to mitigate one or more cognitive biases [36]. One method is to ask people to consider why their initial judgments could be wrong.…”

Section: Introductionmentioning

confidence: 99%

Retention and Transfer of Cognitive Bias Mitigation Interventions: A Systematic Literature Study

Korteling¹,

Toet²,

J.Y.J.gerritsma³

2021

Preprint

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Cognitive biases can adversely affect human judgement and decision making and should therefore preferably be mitigated, so that we can achieve our goals as effectively as possible. Hence, numerous bias mitigation interventions have been developed and evaluated. However, to be effective in practical situations beyond laboratory conditions, the bias mitigation effects of these interventions should be retained over time and should transfer across contexts. This systematic review provides an overview of the literature on retention and transfer of bias mitigation interventions. A systematic search yielded 41 studies that were eligible for screening. At the end of the selection process, only seven studies remained that adequately studied retention over a period of at least 14 days (six studies) or transfer to different tasks and contexts (two studies). Retention of bias mitigation was found up to 12 months after the interventions. Most of the relevant studies investigated the effects of bias mitigation training with specific serious games. Only two studies (the second one being a replication of the first) found evidence for a transfer effect of bias mitigation training across contexts. Our main conclusion is that there is currently insufficient evidence for the retention and transfer of bias mitigation effects to consider the associated interventions as useful tools that can help people to make better decisions in daily life. This is in line with recent theoretical insights about the hard-wired neural and evolutionary origin of cognitive biases.

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Battling bias: Effects of training and training context

Cited by 15 publications

References 40 publications

Systematic information security training in elementary school

Systematic information security training in elementary school

Linking learner factors, teaching context, and engagement patterns withMOOClearning outcomes

Retention and Transfer of Cognitive Bias Mitigation Interventions: A Systematic Literature Study

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