I: Zentrum für Akademische WeiterbildungZeitschriftenartikel
M. Gebhardt, J. DeVries, J. Jungjohann, G. Casale, Andreas Gegenfurtner, J.-T. Kuhn
Measurement invariance of a direct behavior rating multi-item scale
Social Sciences, vol. 8, no. 46, pp. 1-23
2019
DOI: 10.3390/socsci8020046
Abstract anzeigen
Direct Behavior Rating (DBR) as a behavioral progress monitoring tool can be designed as longitudinal assessment with only short intervals between measurement points. The reliability of these instruments has been evaluated mostly in observational studies with small samples based on generalizability theory. However, for standardized use in the pedagogical field, a larger and broader sample is required in order to assess measurement invariance between different participant groups and over time. Therefore, we constructed a DBR with multiple items to measure the occurrence of specific externalizing and internalizing student classroom behaviors on a Likert scale (1 = never to 7 = always). In a pilot study, two trained raters observed 16 primary school students and rated the student behavior over all items with a satisfactory reliability. In the main study, 108 regular primary school students, 97 regular secondary school students and 14 students in a clinical setting were rated daily over one week (five measurement points). IRT analyses confirmed the instrument’s technical adequacy, and latent growth models demonstrated the instrument’s stability over time. Further development of the instrument and study designs to implement DBRs are discussed.
DigitalI: Zentrum für Akademische WeiterbildungZeitschriftenartikel
A. Szulewski, R. Egan, Andreas Gegenfurtner, D. Howes, G. Dashi, N. McGraw, A. Hall, D. Dagnone, J.J.G. van Merriënboer
A new way to look at simulation-based assessment: the relationship between gaze-tracking and exam performance
Canadian Journal of Emergency Medicine (CJEM), vol. 21, no. 1, pp. 129-137
2019
DOI: 10.1017/cem.2018.391
Abstract anzeigen
CLINICIAN'S CAPSULEWhat is known about this topic?Gathering visual information effectively is an important task of a physician leader when managing a resuscitation case.What did this study ask?Are there particular visual information-gathering patterns associated with performance in simulated resuscitation scenarios?What did this study find?Certain visual patterns (e.g., focusing on case-specific clinically relevant stimuli) are associated with better performance in a simulated resuscitation setting.Why does this study matter to clinicians?The ability to characterize physician visual patterns across a competence continuum has implications for trainee assessment and medical education.
I: Zentrum für Akademische WeiterbildungZeitschriftenartikel
L. Testers, Andreas Gegenfurtner, R. van Geel, S. Brand-Gruwel
From monocontextual to multicontextual transfer: Organizational determinants of the intention to transfer generic information literacy competences to multiple contexts
Frontline Learning Research, vol. 7, no. 1, pp. 23-42
2019
DOI: 10.14786/flr.v7i1.359
Abstract anzeigen
An important goal of educational designers is to achieve long-term transfer of learning that is the learner's application of newly acquired competencies. Extensive research during more than a century shows that especially in formal educational settings this fundamental aspect of education often occurs poorly or not at all, leading to what is called a Transfer Problem. To address this transfer problem, the present study examines intentions to transfer learning to multiple contexts; this focus on multiple transfer contexts extends previous research focusing on a single transfer context, typically the workplace. The present study aimed to estimate the influence of five organizational variables (peer support, supervisor support, opportunity to use, openness to change, and feedback) on transfer intention in two different transfer contexts: study and work. Participants were 303 students at an open university attending a course in information literacy. The model was tested using structural equation modelling. The results indicated that before starting the course supervisor support and feedback were considered the strongest predictors of intention to transfer new learning in both the study and the work contexts. This research is amongst the first in the training literature to address multi-contextuality and examines intentions to transfer generic competences to the two transfer contexts study and work within one single study.
DigitalMobilI: Zentrum für Akademische WeiterbildungP: DEG-DLM2Zeitschriftenartikel
Andreas Gegenfurtner, Nina Schwab, Christian Ebner
"There's no need to drive from A to B": Exploring the lived experience of students and lecturers with digital learning in higher education
Bavarian Journal of Applied Sciences, vol. 4, no. 1, pp. 310-322
2018
DOI: 10.25929/bjas.v4i1.50
Abstract anzeigen
In vielen ländlichen Regionen weltweit nehmen Menschen den Bus oder das Auto, um zu Städten zu gelangen, in denen Bildungsangebote und Trainingsprogramme angeboten werden. In einer Zeit wachsender Digitalisierung werden Lernumgebungen und Weiterbildungen jedoch zunehmend auf Online-Plattformen zugänglich gemacht. Studierende haben so Zugang zu digitalem Lernmaterial oder können an technologiebasierten Veranstaltungen von jedem Ort weltweit partizipieren. Diese wachsende ubiquitäre Verfügbarkeit von Bildung ‒ zusammen mit einer geographischen Flexibilität, die Blended Learning in Form von LernCentern, Webkonferenzen und virtuellen Kursen ermöglicht ‒ reduziert die Notwendigkeit von (Auto-)Mobilität in vielen ländlichen Regionen. Der Zweck dieser Studie war, die Erfahrungen von nichttraditionellen Studierenden und deren Dozierenden hinsichtlich reduzierter mobiler Anforderungen zu explorieren. Basierend auf Gibsons Theory of Affordances und einem
Forschungsinteresse in der narrativen Interpretation lebensumweltlicher Erfahrung berichtet die Studie qualitative Analysen von reflexivem Interviewmaterial, das beschreibt, wie Teilnehmende und Dozierende die flexiblen, ubiquitär verfügbaren, synchron und asynchron angebotenen Weiterbildungsangebote wahrnehmen. Implikationen der Studie werden diskutiert hinsichtlich Theorieentwicklung und der praktischen Implementierung digitaler Bildung für nicht-traditionelle Studierende in ländlichen Regionen.
DigitalI: Zentrum für Akademische WeiterbildungP: DEG-DLM2Zeitschriftenartikel
Andreas Gegenfurtner
Testing the gender similarities hypothesis: differences in subjective task value and motivation to transfer training
Human Resource Development International, vol. 7, no. 1, pp. 1-12
2018
DOI: 10.1080/13678868.2018.1449547
Abstract anzeigen
Are female and male trainees similar or different in their reaction to training programmes, specifically regarding their subjective task value and motivation to transfer? According to the gender similarities hypothesis, women and men are alike on most psychological variables. However, according to research in organizational behaviour, female and male employees differ on certain aspects, such as their job satisfaction and work identity. To test these two views on gender similarities and differences in the context of human resource development and training evaluation, the present study examined the extent to which gender moderated reactions to training. Based on the expectancy-value theory of motivation and self-determination theory, a web-based questionnaire was used to measure six training reactions: intrinsic value, attainment value, utility value, perceived relative cost, autonomous motivation to transfer, and controlled motivation to transfer. The results indicated that women and men differed in their ratings of attainment value but were similar for the remaining five reaction measures. These outcomes support the gender similarities hypothesis. The findings are discussed in terms of their theoretical implications for modelling gender effects in HRD research and their practical significance for promoting training effectiveness and transfer of training.
DigitalF: Angewandte GesundheitswissenschaftenF: Angewandte InformatikF: Elektrotechnik und MedientechnikI: Zentrum für Akademische WeiterbildungZeitschriftenartikel
Andreas Gegenfurtner, Armin Eichinger, Richard Latzel, Marc-Philipp Dietrich, Marcus Barkowsky, Alexandra Glufke, Angelika Stadler, Wolfgang Stern
Mobiles Eye-Tracking in den angewandten Wissenschaften
Bavarian Journal of Applied Sciences, vol. 4, no. 1, pp. 370-395
2018
DOI: 10.25929/bjas.v4i1.54
Abstract anzeigen
Mobiles Eye-Tracking ist als Forschungsmethode beliebter denn je und gewinnt in unterschiedlichen Feldern der angewandten Wissenschaften mehr und mehr an Bedeutung. Dieser Beitrag diskutiert, wie die Aufzeichnung und Analyse von Blickbewegungen in der Mobilität, im Usability Engineering, den Sportwissenschaften, der Augmented Reality/Mixed Reality/Virtual Reality und der Medizin bzw. medizinischen Weiterbildung eingesetzt wird. Der Beitrag gliedert sich dabei in drei Teile: in einem ersten Teil werden Grundzüge des Eye-Trackings erläutert; in einem zweiten Teil wird der Einsatz mobilen Eye-Trackings in ausgewählten Feldern der angewandten Wissenschaften veranschaulicht; und in einem abschließenden dritten Teil werden Potentiale und Risiken sowie zukünftige Forschungslinien skizziert, um die Anwendung mobilen Eye-Trackings als digitale Forschungsmethode weiter zu etablieren.
GesundI: Zentrum für Akademische WeiterbildungZeitschriftenartikel
Matthew White, H. Braund, D. Howes, R. Egan, Andreas Gegenfurtner, J.J.G. van Merriënboer, A. Szulewski
Getting Inside the Expert's Head: An Analysis of Physician Cognitive Processes During Trauma Resuscitations
Annals of emergency medicine, vol. 72, no. 3, pp. 289-298
2018
DOI: 10.1016/j.annemergmed.2018.03.005
Abstract anzeigen
STUDY OBJECTIVE
Crisis resource management skills are integral to leading the resuscitation of a critically ill patient. Despite their importance, crisis resource management skills (and their associated cognitive processes) have traditionally been difficult to study in the real world. The objective of this study was to derive key cognitive processes underpinning expert performance in resuscitation medicine, using a new eye-tracking-based video capture method during clinical cases.
METHODS
During an 18-month period, a sample of 10 trauma resuscitations led by 4 expert trauma team leaders was analyzed. The physician team leaders were outfitted with mobile eye-tracking glasses for each case. After each resuscitation, participants were debriefed with a modified cognitive task analysis, based on a cued-recall protocol, augmented by viewing their own first-person perspective eye-tracking video from the clinical encounter.
RESULTS
Eye-tracking technology was successfully applied as a tool to aid in the qualitative analysis of expert performance in a clinical setting. All participants stated that using these methods helped uncover previously unconscious aspects of their cognition. Overall, 5 major themes were derived from the interviews: logistic awareness, managing uncertainty, visual fixation behaviors, selective attendance to information, and anticipatory behaviors.
CONCLUSION
The novel approach of cognitive task analysis augmented by eye tracking allowed the derivation of 5 unique cognitive processes underpinning expert performance in leading a resuscitation. An understanding of these cognitive processes has the potential to enhance educational methods and to create new assessment modalities of these previously tacit aspects of expertise in this field.
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