Exploring Kid Space in the wild: a preliminary study of multimodal and immersive collaborative play-based learning experiences.

Parents recognize the potential benefits of technology for their young children but are wary of too much screen time and its potential deficits in terms of social engagement and physical activity. To address these concerns, related literature suggests technology usages with a blend of digital and physical learning experiences. Towards this end, we developed Kid Space, incorporating immersive computing experiences designed to engage children more actively in physical movement and social collaboration during play-based learning. The technology features an animated peer learner, Oscar, who aims to understand and respond to children's actions and utterances using extensive multimodal sensing and sensemaking technologies. To investigate student engagement during Kid Space learning experiences, an exploratory case study was designed using a formative research method with eight first-grade students. Multimodal data (audio and video) along with observational, interview, and questionnaire data were collected and analyzed. The results show that the students demonstrated high levels of engagement, less attention focused on the screen (projected wall), and more physical activity. In addition to these promising results, the study also enabled us to understand actionable insights to improve Kid Space for future deployments (e.g., the need for real-time personalization). We plan to incorporate the lessons learned from this preliminary study and deploy Kid Space with real-time personalization features for longer periods with more students.

Evaluation of the analytical performance of the PC100 platelet counter.

INTRODUCTION: Platelet count can be altered in various diseases and treatments and measuring it may provide better insight into the expected outcome. So far, quantification of platelet count is done within laboratory conditions by using established hematology analyzers, whereas a point-of-care device could be used for this purpose outside of the clinical laboratories. AIM: Our aim was to assess the closeness of agreement between a newly developed point-of-care PC100 platelet counter and two reference methods (Sysmex® XP-300, Sysmex® XN-9000) in measuring platelet counts in whole blood and platelet-rich-plasma (PRP). METHOD: Whole blood was obtained from 119 individuals, of which 74 were used to prepare PRP samples. Whole blood platelet count was measured by the two reference methods and the PC100 platelet counter. PRP was prepared from the whole blood and platelet count was adjusted to the range of 250-3600 × 103/µl and measured with the PC100 platelet counter and Sysmex® XP-300. RESULTS: A median difference of - 1.35% and - 2.98% occurred in whole blood platelet count between the PC100 platelet counter and the Sysmex® XP-300 and Sysmex® XN-9000, respectively. A strong linear correlation (r ≥ 0.98) was seen in both cases and regression equations indicated neither a constant nor a proportional bias between the methods. Direct comparison of the two reference methods revealed a median difference of - 1.15% and a strongly linear relationship (r = 0.99). Platelet count in PRP resulted in a median difference of 1.42% between the PC100 platelet counter and the reference method, Sysmex® XP-300. While the difference between two methods increased with concentration of platelets in PRP, a strong linear relationship remained throughout the whole measuring interval indicated by the high correlation coefficient (r = 0.99). Assessment of the predicted bias at predefined platelet counts showed that the bias in platelet counts falls within the acceptance criterion for both whole blood and PRP measurements. CONCLUSIONS: Our results show that the PC100 platelet counter can be used interchangeably with the reference methods for determining platelet counts.

The challenge of audience reception: a developmental model for educational game engagement.

According to educational gaming advocates, the engaging nature of games encourages sustained game play and enhanced attention to learning outcomes among players. Because children's and adolescents' play time varies by game genre, engagement with a game likely reflects the match between the genre and the player's preferences and needs. Youth learn which games are likely to promote satisfying psychological needs and yield positive experiences, which then informs their engagement with the games. A model is presented for research and development of educational games based on uses and gratifications theory from communication science, as well as developmental science and cognitive science findings.

Child development and genre preference: research for educational game design.

As the movement to capitalize on unique affordances of video games for learning continues to grow, relatively little research in that area has examined how formal features, such as genre and game mechanics, draw and hold children's attention. This study examines which genres children prefer and the reasons why children prefer those genres by reporting on a video game uses and gratifications survey of children of various ages (n=685). Results show distinct patterns of game use and preference tied to typical child developmental ecology at each age, indicating that genre preference varies by age and developmental context. Implications for game research and educational gaming are provided.

Increasing nutrition literacy: testing the effectiveness of print, web site, and game modalities.

OBJECTIVE: To examine the effectiveness of three modalities for delivery of nutrition education. DESIGN: Between-subjects, repeated-measures design. SETTING: Data were collected at community agencies or during home visits. PARTICIPANTS: Low-income, European American and African American mothers (N = 155). INTERVENTION: Participants were exposed to nutrition education material in 1 of 3 modalities (a computer game, The Fantastic Food Challenge; Web site; or pamphlet). Likeability, nutrition knowledge, intention to use, and demographic measures followed the intervention at T1 and T2. MAIN OUTCOME MEASURES: 5-point Likert-type scales measured likeability (5 items), and 33 multiple-choice questions measured knowledge. ANALYSIS: Data were analyzed using analysis of variance (ANOVA) and analysis of covariance (ANCOVA) procedures using SPSS version 15.0 (SPSS Inc., Chicago, IL) software, P < .05. RESULTS: Overall, the Web site was liked more than the other conditions with this audience of women. Significant differences in attention, understanding, and intent to use the information existed across modalities. The Web site performed better than other modalities on knowledge outcomes, with no differences in knowledge retention from T1 to T2. CONCLUSIONS AND IMPLICATIONS: The Web site modality performed best with this audience of women, indicating that interactive computer games may not confer greater benefits than traditional modes of information delivery for all audiences, particularly those with low computer skills.