Matching Items (9)
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Description
Medical students acquire and enhance their clinical skills using various available techniques and resources. As the health care profession has move towards team-based practice, students and trainees need to practice team-based procedures that involve timely management of clinical tasks and adequate communication with other members of the team. Such team-based

Medical students acquire and enhance their clinical skills using various available techniques and resources. As the health care profession has move towards team-based practice, students and trainees need to practice team-based procedures that involve timely management of clinical tasks and adequate communication with other members of the team. Such team-based procedures include surgical and clinical procedures, some of which are protocol-driven. Cost and time required for individual team-based training sessions, along with other factors, contribute to making the training complex and challenging. A great deal of research has been done on medically-focused collaborative virtual reality (VR)-based training for protocol-driven procedures as a cost-effective as well as time-efficient solution. Most VR-based simulators focus on training of individual personnel. The ones which focus on providing team training provide an interactive simulation for only a few scenarios in a collaborative virtual environment (CVE). These simulators are suited for didactic training for cognitive skills development. The training sessions in the simulators require the physical presence of mentors. The problem with this kind of system is that the mentor must be present at the training location (either physically or virtually) to evaluate the performance of the team (or an individual). Another issue is that there is no efficient methodology that exists to provide feedback to the trainees during the training session itself (formative feedback). Furthermore, they lack the ability to provide training in acquisition or improvement of psychomotor skills for the tasks that require force or touch feedback such as cardiopulmonary resuscitation (CPR). To find a potential solution to overcome some of these concerns, a novel training system was designed and developed that utilizes the integration of sensors into a CVE for time-critical medical procedures. The system allows the participants to simultaneously access the CVE and receive training from geographically diverse locations. The system is also able to provide real-time feedback and is also able to store important data during each training/testing session. Finally, this study also presents a generalizable collaborative team-training system that can be used across various team-based procedures in medical as well as non-medical domains.
ContributorsKhanal, Prabal (Author) / Greenes, Robert (Thesis advisor) / Patel, Vimla (Thesis advisor) / Smith, Marshall (Committee member) / Gupta, Ashish (Committee member) / Kaufman, David (Committee member) / Arizona State University (Publisher)
Created2014
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Simulation games are widely used in engineering education, especially for industrial engineering and operations management. A well-made simulation game aids in achieving learning objectives for students and minimal additional teaching by an instructor. Many simulation games exist for engineering education, but newer technologies now exist that improve the overall experience

Simulation games are widely used in engineering education, especially for industrial engineering and operations management. A well-made simulation game aids in achieving learning objectives for students and minimal additional teaching by an instructor. Many simulation games exist for engineering education, but newer technologies now exist that improve the overall experience of developing and using these games. Although current solutions teach concepts adequately, poorly-maintained platforms distract from the key learning objectives, detracting from the value of the activities. A backend framework was created to facilitate an educational, competitive, participatory simulation of a manufacturing system that is intended to be easy to maintain, deploy, and expand.
ContributorsChandler, Robert Keith (Author) / Clough, Michael (Thesis director) / Pavlic, Theodore (Committee member) / Computer Science and Engineering Program (Contributor) / Barrett, The Honors College (Contributor)
Created2018-12
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Description
This paper presents a system to deliver automated, noninvasive, and effective fine motor rehabilitation through a rhythm-based game using a Leap Motion Controller. The system is a rhythm game where hand gestures are used as input and must match the rhythm and gestures shown on screen, thus allowing a physical

This paper presents a system to deliver automated, noninvasive, and effective fine motor rehabilitation through a rhythm-based game using a Leap Motion Controller. The system is a rhythm game where hand gestures are used as input and must match the rhythm and gestures shown on screen, thus allowing a physical therapist to represent an exercise session involving the user's hand and finger joints as a series of patterns. Fine motor rehabilitation plays an important role in the recovery and improvement of the effects of stroke, Parkinson's disease, multiple sclerosis, and more. Individuals with these conditions possess a wide range of impairment in terms of fine motor movement. The serious game developed takes this into account and is designed to work with individuals with different levels of impairment. In a pilot study, under partnership with South West Advanced Neurological Rehabilitation (SWAN Rehab) in Phoenix, Arizona, we compared the performance of individuals with fine motor impairment to individuals without this impairment to determine whether a human-centered approach and adapting to an user's range of motion can allow an individual with fine motor impairment to perform at a similar level as a non-impaired user.
ContributorsShah, Vatsal Nimishkumar (Author) / McDaniel, Troy (Thesis director) / Tadayon, Ramin (Committee member) / Computer Science and Engineering Program (Contributor) / Barrett, The Honors College (Contributor)
Created2018-05
Description
In order to regain functional use of affected limbs, stroke patients must undergo intense, repetitive, and sustained exercises. For this reason, it is a common occurrence for the recovery of stroke patients to suffer as a result of mental fatigue and boredom. For this reason, serious games aimed at reproducing

In order to regain functional use of affected limbs, stroke patients must undergo intense, repetitive, and sustained exercises. For this reason, it is a common occurrence for the recovery of stroke patients to suffer as a result of mental fatigue and boredom. For this reason, serious games aimed at reproducing the movements patients practice during rehabilitation sessions, present a promising solution to mitigating patient psychological exhaustion. This paper presents a system developed at the Center for Cognitive Ubiquitous Computing (CubiC) at Arizona State University which provides a platform for the development of serious games for stroke rehabilitation. The system consists of a network of nodes called Smart Cubes based on the Raspberry Pi (model B) computer which have an array of sensors and actuators as well as communication modules that are used in-game. The Smart Cubes are modular, taking advantage of the Raspberry Pi's General Purpose Input/Output header, and can be augmented with additional sensors or actuators in response to the desires of game developers and stroke rehabilitation therapists. Smart Cubes present advantages over traditional exercises such as having the capacity to provide many different forms of feedback and allowing for dynamically adapting games. Smart Cubes also present advantages over modern serious gaming platforms in the form of their modularity, flexibility resulting from their wireless network topology, and their independence of a monitor. Our contribution is a prototype of a Smart Cube network, a programmable computing platform, and a software framework specifically designed for the creation of serious games for stroke rehabilitation.
ContributorsFakhri, Bijan (Author) / Panchanathan, Sethuraman (Thesis director) / McDaniel, Troy L. (Committee member) / Tadayon, Ramin (Committee member) / Barrett, The Honors College (Contributor) / Computer Science and Engineering Program (Contributor)
Created2014-05
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Many accidents occur during construction and maintenance of facilities. Both research and practice have demonstrated that decisions made during the design and planning phases before work at a construction site can influence workers’ safety. The Prevention through Design (PtD) concept is the consideration of construction site safety in the design

Many accidents occur during construction and maintenance of facilities. Both research and practice have demonstrated that decisions made during the design and planning phases before work at a construction site can influence workers’ safety. The Prevention through Design (PtD) concept is the consideration of construction site safety in the design of a project. In one research study, more than 200 fatality investigation reports were reviewed, and the results showed that 42 percent of fatalities reviewed were linked to the absence of the PtD concept (Behm, 2005). This work indicates that the associated risk that contributed to the incident would have been reduced or eliminated if PtD had been utilized.

Researchers have identified the reasons for not applying the PtD concept. The predominant reason is that most architects and design engineers do not learn about construction safety and construction processes required to eliminate construction safety hazards through design. Therefore, Prevention through Design education of architects, design engineers, and construction managers is vital. However, in most curricula, there is no room for an entire course focused on PtD. Therefore, one researcher implemented 70 minutes long lecture-based intervention in a project management class of the civil engineering discipline, but it did not prove effective (Behm, Culvenor, & Dixon, 2014).

Hence, there is an opportunity to teach PtD to students using alternative teaching strategies such as computer games. Computer games are routinely considered as the most important and influential medium by college students. In this research study, a serious game and a paper-based game (paper version of the serious game) were developed and implemented. The aim of the study was to measure the effectiveness of alternative teaching methods to train students for safe design thinking. The result shows that the computer game engaged the students in comprehensive hazard recognition challenges. The learning experience of the students was compared to two other interventions: paper-based game and lecture-based teaching. The in-class lecture and the computer game were effective in delivering the prevention through design topics. The game was more effective compared to the lecture. The paper-based game failed to motivate students to learn. This dissertation discusses the possible reasons for success and failures of these pedagogical approaches.
ContributorsZia-ud-Din (Author) / Gibson, Jr, G. Edward (Thesis advisor) / Chasey, Allan D (Committee member) / Torrent, David Grau (Committee member) / Arizona State University (Publisher)
Created2017
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Description

The majority of trust research has focused on the benefits trust can have for individual actors, institutions, and organizations. This “optimistic bias” is particularly evident in work focused on institutional trust, where concepts such as procedural justice, shared values, and moral responsibility have gained prominence. But trust in institutions may

The majority of trust research has focused on the benefits trust can have for individual actors, institutions, and organizations. This “optimistic bias” is particularly evident in work focused on institutional trust, where concepts such as procedural justice, shared values, and moral responsibility have gained prominence. But trust in institutions may not be exclusively good. We reveal implications for the “dark side” of institutional trust by reviewing relevant theories and empirical research that can contribute to a more holistic understanding. We frame our discussion by suggesting there may be a “Goldilocks principle” of institutional trust, where trust that is too low (typically the focus) or too high (not usually considered by trust researchers) may be problematic. The chapter focuses on the issue of too-high trust and processes through which such too-high trust might emerge. Specifically, excessive trust might result from external, internal, and intersecting external-internal processes. External processes refer to the actions institutions take that affect public trust, while internal processes refer to intrapersonal factors affecting a trustor’s level of trust. We describe how the beneficial psychological and behavioral outcomes of trust can be mitigated or circumvented through these processes and highlight the implications of a “darkest” side of trust when they intersect. We draw upon research on organizations and legal, governmental, and political systems to demonstrate the dark side of trust in different contexts. The conclusion outlines directions for future research and encourages researchers to consider the ethical nuances of studying how to increase institutional trust.

ContributorsNeal, Tess M.S. (Author) / Shockley, Ellie (Author) / Schilke, Oliver (Author)
Created2016
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This study is a qualitative exploration into the roles and social identities that Research Engineering Undergraduates (REU) enacted while engaging the public through designing serious games. At present, the science communication field is searching for ways to train the next generation of scientists to practice public engagement with science in

This study is a qualitative exploration into the roles and social identities that Research Engineering Undergraduates (REU) enacted while engaging the public through designing serious games. At present, the science communication field is searching for ways to train the next generation of scientists to practice public engagement with science in a way that fosters dialogue with the public, however, little research has been done on training undergraduates in this regard. This exploratory study seeks to determine what opportunities a game design project in a summer program in solar energy engineering research provides undergraduates to that end. The project includes REUs designing games through a facilitated design process and then sharing them with the public at arts festivals. Through discourse analysis, data was analyzed through the lens of cohesion in order to interpret what roles and social identities REUs enacted as well as members of the public who play the games. Based on the analysis of 12 REUs and 39 player participants, findings indicate REUs most often enacted the science game designer social identity and science educator role during the public event. Less often, REUs enacted a sociotechnical role to determine the player's relationship to science/solar energy. Also, less often did they position themselves directly as scientists. For the most part, REUs reproduced the dissemination model of science communication in an interactive way and with an element of reflexivity. However, during public engagement events, dialogue with the public occurred when REUs enacted open-ended roles that enabled members of the public to contribute to the conversation by assuming a range of roles and social identities rather than positioning them into a single role. Dialogue was also supported when REUs were responsive and shifted their role/ social identity to correspond with the public’s enactment. Some players enacted a local Arizonan social identity in response to the open-ended role and game content about Arizona’s solar energy. The project afforded REUs the opportunity to learn illustration and reformulation to communicate science concepts. Also, REUs referenced their game during illustration and reformulation, using it as a tool to teach science, be a science game designer, and other enactments. More research is needed to determine how science, technology, engineering, and math (STEM) undergraduates learning science communication can design serious games and conduct player reflections in such a way to promote dialogue to a greater degree than observed in this study.
ContributorsEvans, Mathew (Author) / Jordan, Michelle (Thesis advisor) / Koro, Mirka (Thesis advisor) / Jalbert, Kirk (Committee member) / Arizona State University (Publisher)
Created2020
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Description
While most of the media attention given to video games focuses on those geared towards the entertainment industry, a less covered topic is the role of serious games. Also known as “educational” games, serious games are designed with the intent to teach the player a particular skill or topic. These

While most of the media attention given to video games focuses on those geared towards the entertainment industry, a less covered topic is the role of serious games. Also known as “educational” games, serious games are designed with the intent to teach the player a particular skill or topic. These games have gradually been working their way into our educational environments. Children are often taught to type, perform simple math, and correctly spell through a variety of games that have been widely adopted by teachers. However, teaching multiplication is one thing; teaching college-level advanced mathematics is another beast altogether. Can video games actually be used as an educational tool in higher education?
This is a difficult question for a variety of reasons. A major issue to consider is whether the students who play this game are actually learning the material, or simply improving at the game itself. If the game is not designed correctly, one could potentially learn to exploit game mechanics without applying knowledge of the material. While this person’s efficiency at completing the game quickly would suggest mastery of the topic, they may not actually be prepared to take a test on the subject. As such, it is important to thoroughly study the effectiveness of serious games before they are deployed to actual classrooms. This study will do just that with the game Vector Unknown, which was designed to help college students learn linear algebra.
ContributorsBayles, Brandon Conner (Co-author) / Bayles, Brandon (Co-author) / Amresh, Ashish (Thesis director) / Zandieh, Michelle (Committee member) / Computer Science and Engineering Program (Contributor, Contributor) / Computing and Informatics Program (Contributor) / Barrett, The Honors College (Contributor)
Created2020-05
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The consumption of food, energy, and water (FEW) resources in U.S. households is very carbon-intensive. However, these negative climate change impacts are often invisible due to insufficient awareness and knowledge. Serious games (SGs) can potentially address this issue through an experiential and rigorous approach to simulate household actions and impacts

The consumption of food, energy, and water (FEW) resources in U.S. households is very carbon-intensive. However, these negative climate change impacts are often invisible due to insufficient awareness and knowledge. Serious games (SGs) can potentially address this issue through an experiential and rigorous approach to simulate household actions and impacts in a playful but realistic setting. This dissertation focuses on: (a) the design and testing of an SG called HomeRUN (Role-play for Understanding Nexus); (b) the effectiveness of gameplay in advancing player knowledge about the upfront costs, financial returns, and greenhouse gas (GHG) emissions of various household decisions; and (c) the effectiveness of intervention messages in increasing FEW conservation to reduce household GHG emissions. The results of gameplay sessions played by 150 university students show that HomeRUN is fun to play, creates a flow experience, and results in experiential learning. The majority of players agreed that the game experience will continue over time to influence their future consumption behaviors to conserve FEW resources. Female players tended to gain more knowledge about financial aspects of interventions, whereas male players were more likely to increase their understandings of GHG emissions and resource consumption after playing HomeRUN. Social comparison intervention messages about energy and food consumption led to the highest reductions in household carbon emissions. The messages associated with each FEW resource tended to be most likely to lead to FEW conservation actions with the game that most closely corresponded to the particular FEW resource addressed in the message. This dissertation advances understandings about the design and use of SGs to foster learning and promote sustainable household FEW consumption.
ContributorsHanif, Muhammad Adnan (Author) / Agusdinata, Datu Buyung (Thesis advisor) / Halvorsen, Kathleen (Committee member) / Janssen, Marco (Committee member) / Arizona State University (Publisher)
Created2021