Using eye-tracking to investigate content skipping: A study on learning modules in cybersecurity

Raina, Sagar; Bernard, Léon; Taylor, Blair; Kaza, Siddharth

doi:10.1109/isi.2016.7745486

Cited by 12 publications

(7 citation statements)

References 17 publications

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“…A literature search resulted in the selection and inclusion of 12 articles [8,9,[12][13][14][15][18][19][20][21][22]. Based on these results, the module developers, along with the stakeholders, decided which learning mechanics would be used to fulfill the different learning objectives (Table 1).…”

Section: Theoretical Basismentioning

confidence: 99%

“…One important aspect was to prevent learners from skipping content, which would cause them to miss parts of the learning material [21] (Figures 5 and 6). In addition to setting triggers designed to restrict further access without engaging with the interactive content, the content was segmented in multiple slides and slide layers to keep the learner engaged [20].…”

Section: Theoretical Basismentioning

confidence: 99%

“…Avoiding content skipping [20,21] Knowledge of specific definitions, virus transmission, and disease symptoms Figures 7 and 8: Buttons linking to information regarding the contaminated and noncontaminated zones are displayed. A new button is displayed with the explanation for each zone.…”

Section: Theoretical Basismentioning

confidence: 99%

“…Avoiding content skipping, embedded videos [9,20] The "very ill" patient on the rightmost side of the slide has been clicked and is therefore highlighted. The learning content related to this presentation is displayed; however, the Continuer (Continue) button does not appear because the learner must click at least one of the other patients.…”

Section: Theoretical Basismentioning

confidence: 99%

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Teaching Adequate Prehospital Use of Personal Protective Equipment During the COVID-19 Pandemic: Development of a Gamified e-Learning Module

Suppan¹,

Gartner²,

Golay³

et al. 2020

JMIR Serious Games

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Background The coronavirus disease (COVID-19) pandemic has led to increased use of personal protective equipment (PPE). Adequate use of this equipment is more critical than ever because the risk of shortages must be balanced against the need to effectively protect health care workers, including prehospital personnel. Specific training is therefore necessary; however, the need for social distancing has markedly disrupted the delivery of continuing education courses. Electronic learning (e-learning) may provide significant advantages because it requires neither the physical presence of learners nor the repetitive use of equipment for demonstration. Objective Inclusion of game mechanics, or “gamification,” has been shown to increase knowledge and skill acquisition. The objective of this research was to develop a gamified e-learning module to interactively deliver concepts and information regarding the correct choice and handling of PPE. Methods The SERES framework was used to define and describe the development process, including scientific and design foundations. After we defined the target audience and learning objectives by interviewing the stakeholders, we searched the scientific literature to establish relevant theoretical bases. The learning contents were validated by infection control and prehospital experts. Learning mechanics were then determined according to the learning objectives, and the content that could benefit from the inclusion of game mechanics was identified. Results The literature search resulted in the selection and inclusion of 12 articles. In addition to gamification, pretesting, feedback, avoiding content skipping, and demonstrations using embedded videos were used as learning mechanics. Gamification was used to enhance the interactivity of the PPE donning and doffing sequences, which presented the greatest learning challenges. The module was developed with Articulate Storyline 3 to ensure that it would be compatible with a wide array of devices, as this software generates HTML5-compatible output that can be accessed on smartphones, tablets, and regular computers as long as a recent browser is available. Conclusions A gamified e-learning module designed to promote better knowledge and understanding of PPE use among prehospital health care workers was created by following the SERES framework. The impact of this module should now be assessed by means of a randomized controlled trial.

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Section: Theoretical Basismentioning

confidence: 99%

Section: Theoretical Basismentioning

confidence: 99%

Section: Theoretical Basismentioning

confidence: 99%

Section: Theoretical Basismentioning

confidence: 99%

See 2 more Smart Citations

Teaching Adequate Prehospital Use of Personal Protective Equipment During the COVID-19 Pandemic: Development of a Gamified e-Learning Module

Suppan¹,

Gartner²,

Golay³

et al. 2020

JMIR Serious Games

View full text Add to dashboard Cite

show abstract

“…We used previously identified resources to establish the theoretical background [20,[31][32][33][34][35][36][37]. These resources were extracted from Verschueren et al [22], which described the development of a serious game designed to reduce perioperative anxiety in children, and from our recent study describing the development of a gamified e-learning module that was used to teach the adequate use of PPE to prehospital personnel in the context of the COVID-19 pandemic [23].…”

Section: Theoretical Basismentioning

confidence: 99%

A Serious Game Designed to Promote Safe Behaviors Among Health Care Workers During the COVID-19 Pandemic: Development of “Escape COVID-19”

Suppan¹,

Catho²,

Nunes³

et al. 2020

JMIR Serious Games

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Background As many countries fear and even experience the emergence of a second wave of COVID-19, reminding health care workers (HCWs) and other hospital employees of the critical role they play in preventing SARS-CoV-2 transmission is more important than ever. Building and strengthening the intrinsic motivation of HCWs to apply infection prevention and control (IPC) guidelines to avoid contaminating their colleagues, patients, friends, and relatives is a goal that must be energetically pursued. A high rate of nosocomial infections during the first COVID-19 wave was detected by IPC specialists and further cemented their belief in the need for an engaging intervention that could improve compliance with COVID-19 safe behaviors. Objective Our aim was to develop a serious game that would promote IPC practices with a specific focus on COVID-19 among HCWs and other hospital employees. Methods The first 3 stages of the SERES framework were used to develop this serious game. A brainswarming session between developers and IPC specialists was used to identify the target audience and acquisition objectives. Nicholson’s RECIPE mnemonic (reflection, engagement, choice, information, play, exposition) for meaningful gamification was used to guide the general design. A common and simple terminology was used to suit the broad target audience. The game was tested on various platforms (smartphones, tablets, laptops, desktop computers) by different users during each development loop and before its final release. Results The game was designed to target all hospital staff who could be in direct contact with patients within the Geneva University Hospitals. In total, 10 acquisition objectives were defined by IPC specialists and implemented into the game according to the principles of meaningful gamification. A simple storyboard was first created using Microsoft PowerPoint and was progressively refined through multiple iteration loops. Articulate Storyline was then used to create two successive versions of the actual game. In the final version, a unique graphic atmosphere was created with help from a professional graphic designer. Feedback mechanisms were used extensively throughout the game to strengthen key IPC messages. Conclusions The SERES framework was successfully used to create “Escape COVID-19,” a serious game designed to promote safe IPC practices among HCWs and other hospital employees during the COVID-19 pandemic. This game can be obtained free of charge for research and educational purposes. A SCORM (shareable content object reference model) package is available to facilitate results and completion tracking on most current learning management systems.

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Reading Behavior and Comprehension of C++ Source Code - A Classroom Study

Saddler

Peterson

Peachock

et al. 2019

Lecture Notes in Computer Science

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Using eye-tracking to investigate content skipping: A study on learning modules in cybersecurity

Cited by 12 publications

References 17 publications

Teaching Adequate Prehospital Use of Personal Protective Equipment During the COVID-19 Pandemic: Development of a Gamified e-Learning Module

Teaching Adequate Prehospital Use of Personal Protective Equipment During the COVID-19 Pandemic: Development of a Gamified e-Learning Module

A Serious Game Designed to Promote Safe Behaviors Among Health Care Workers During the COVID-19 Pandemic: Development of “Escape COVID-19”

Reading Behavior and Comprehension of C++ Source Code - A Classroom Study

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