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Persuasive gamified systems are effective tools for motivating behaviour change using various persuasive strategies. In line with the reinforcement theory, some persuasive gamified systems employ reward and punishment in their design to achieve the intended behavioural outcome. Research has argued both in favour and against using these strategies in behaviour change applications due to mixed results with respect to their effectiveness. However, there is a lack knowledge about how interventions using these strategies could motivate or demotivate behaviours. Therefore, this paper explores the mechanism through which Reward and Punishment motivate or demotivate behaviours with respect to their strengths and weaknesses. The results of large-scale exploratory studies (N = 1768) uncover important strengths and weaknesses that could facilitate or hinder the effectiveness of Reward and Punishment at motivating behaviour change. These include their ability to engage users and make behaviour fun, reinforce commitments to goals, and reveal some consequences of bad behaviour. We also compared the perceived effectiveness of reward and punishment quantitatively. [ABSTRACT FROM AUTHOR]

Effective teaching of concepts related to human computer interaction (HCI) requires introduction of the core paradigms as well as the design and evaluation methodologies to the learners. In this paper, we investigate the learning effectiveness of a tool-mediated learning activity to support instruction of established human performance models, namely the Keystroke Level Model (KLM) and Fitts' law, and their application in web form design practice. The tool, named Keystroke Level Model Form Analyser (KLM-FA), supports learning through exploration by providing step-by-step tracing of the KLM modelling for any web form filling task. KLM-FA can be used in modelling exercises of either online or offline web forms according to different interaction strategies or users' characteristics. Three pretest-posttest studies involving 52 students in total enrolled in computer science curricula with different education delivery methods (campus-based, blended learning, distance learning) and levels (undergraduate, postgraduate) provide evidence for the effectiveness of the proposed learning activity. In all three studies, it was found that the KLM-FA activity had a significant positive effect on students' learning gain. In addition, students rated their perceived educational experience and KLM-FA usability as rather high. Content analysis of students' comments also found that KLM-FA is an educationally valuable and usable tool. [ABSTRACT FROM AUTHOR]

Researchers aim to examine mediating variable role of health literacy in the relationship between fear of contracting Covid-19 in women and use of holistic complementary alternative medicine. The study was conducted as descriptive cross-sectional. The researchers collected study data by conducting an online questionnaire from 285 women between April 01 and June 30, 2021. In our study, a significant relationship was found between education level and health literacy, having a chronic illness, not being able to find a permanent job and fear of Covid-19 (p < 0.05). Positive correlation exists between fear of contracting Covid-19 and Holistic Complementary and Alternative Medicine Practice (correlation between HCAM Practice β=.21). When health literacy variable is included, the level of relationship decreases (β=.18). The researchers determined that as the level of health literacy increased, the women resorted to HCAM practices less despite their fear of contracting Covid-19. [ABSTRACT FROM AUTHOR]

Increasing numbers of students with disabilities are accessing higher education each year, yet little is known about their assistive technology (AT) needs and its influence on relevant outcomes. The aim of this study was to examine met/unmet AT needs on educational engagement, academic self-efficacy and well-being and the impact of AT use in the areas of competence, adaptability and self-esteem for students with disabilities in higher education in Ireland. One hundred and eleven students with disabilities completed a cross-sectional online survey comprising the College Learning Effectiveness Inventory, the Student Course Engagement Questionnaire, the Self-Efficacy for Learning Form Abridged, the Psychosocial Impact of Assistive Devices Scale, and the Warwick-Edinburgh Mental Well-Being Scale. AT use was found to have a positive psychosocial impact in the areas of competence, adaptability and self-esteem. Those whose AT needs were fully met scored significantly higher on academic self-efficacy, well-being, and on 4 of the 10 educational engagement subscales compared to those who had unmet AT needs. Met/unmet AT needs were not predictive of educational engagement. These findings highlight the importance of AT from both educational engagement and psychosocial perspectives for students with a wide variety of disability diagnoses. The wide-reaching benefits of AT must be considered by governmental departments when making funding allocations to disability services within higher education institutions. Students with disabilities can face many additional challenges within the higher education environment. Findings from this research show that access to appropriate assistive technology can support students' educational engagement, increase well-being and academic self-efficacy and have a positive impact in the areas of competence, adaptability and self-esteem. Disability and Assistive Technology Officers in higher education should be cognizant of both the educational and psychological benefits of assistive technology across diverse students with various disability diagnoses. Policy makers should consider the wide-reaching benefits of assistive technology when making funding allocations to higher education institutions. [ABSTRACT FROM AUTHOR]

This study explored the impact of a 12-week stroke self-management program on occupational performance, the role of self-efficacy on improving occupational performance and the potential barriers and facilitators to self-efficacy as reported by clients and careers. Participants (n = 40) were recruited to participate in a self-management program after admission to hospital with diagnosis of stroke. A pre-post study was conducted and data were obtained from participants using: the Canadian Occupational Performance Measure, Stroke Self-efficacy Questionnaire, and semi-structured interviews with five participants and two careers. Data analysis was conducted using parametric statistics and thematic analysis. Significant improvements were observed in occupational performance (t = 11.2; p = 0.001) and satisfaction (t = 9.7; p = 0.001). Self-efficacy was shown to be a significant mediator to improvements in occupational performance (F = 7.08; p < 0.01) and satisfaction (F = 6.52; p = 0.02). Three key barriers and facilitators emerged from the thematic analysis: "Support in making the transition home," "Getting back to normal," and "Reflecting on shared experiences." Engagement in a stroke-specific self-management program can improve client-perceived occupational performance and satisfaction. Self-efficacy was shown to be a mediating variable to occupational performance improvements. Future research should explore further the facilitatory strategies of self-efficacy during stroke self-management programs to maximize rehabilitation outcomes. Multi-modal self-management programs are recommended as effective for improving client-perceived occupational performance of people who have experienced stroke. Returning to valued occupations, goal setting, shared experiences, and local support are recommended components of a self-management program for stroke survivors. Focusing on enhancing client confidence, competence, and self-efficacy is recommended to achieve occupational performance gains through self-management. Occupational therapy coaching is recommended to guide participants through the self-management processes of goal-setting, shared problem-solving, performance evaluation, and reflection. [ABSTRACT FROM AUTHOR]

To evaluate and compare the effectiveness and quality of standard face-to-face and teleaudiology hearing aid fitting follow-up consultations and blended services for adult hearing aid users. Fifty-six participants were randomly allocated to two equal groups, with equal numbers of new and experienced users. One standard and one teleaudiology follow-up consultation were delivered by an audiologist, the latter assisted by a facilitator. The order was reversed for the second group. Outcome measurement tools were applied to assess aspects of participants' communication, fitting (physical, sensorial), quality of life, and service. Cross-sectional and longitudinal outcomes were analysed. Most participants presented with moderate, sloping, and symmetrical sensorineural hearing loss. The duration of teleaudiology (42.96 ± 2.73 min) was equivalent to face-to-face consultations (41.25 ± 2.61 min). All modes of service delivery significantly improved outcomes for communication, fitting, and quality of life (p > 0.05). Satisfaction for both consultation modes was high, although significantly greater with standard consultations. The mode and order of delivery of the consultations did not influence the outcomes. Teleaudiology hearing aid follow-up consultations can deliver significant improvements, and do not differ from standard consultations. Blended services also deliver significant improvements. Satisfaction can be negatively impacted by technical or human-related issues. [ABSTRACT FROM AUTHOR]

Introduction: Nursing home residents may have difficulty maintaining occupational balance. The study aimed to explore occupational balance in nursing home residents, and examine the association between occupational balance and quality of life in this group. Methods: Forty-six nursing home residents (age range 69-101 years) in Norway were recruited to participate. The data were analyzed descriptively and with independent t-tests and Spearman's correlation coefficient rho (rs). Results: The participants' occupational balance (M = 20.7) was in the higher end of the scale. In the total sample, occupational balance and quality of life were not significantly associated (rs = 0.18, p = 0.23). However, splitting the sample by gender revealed a positive association for men (rs = 0.61, p = 0.01), while it was absent for women (rs = −0.00, p = 0.99). Conclusion: When assessing occupational balance and its correlates in elderly nursing home residents, gender appears important to consider. [ABSTRACT FROM AUTHOR]