Formats that Enhance Retention of Learningand

Evidence on Utility and Efficacy of Apps

Marie A. Rocchi, B.Sc.Phm, M.D.Ed.Instructional Designer, CRTI-180

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How do we know?

• Domain of cognitive psychology• Informs teaching and learning• Novices vs. Experts (mental schema, activating prior

knowledge, connections within schema, pattern recognition)

• Learner attributes (intelligence, motivation, digital literacy)

• Content vs. form• Delivery method (!)

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Data, Information, Knowledge

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Data Visualization (Rosling)

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Information in a Digital Age

http://www.slideshare.net/ext504/iacet-presentation-presentation

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Making Sense of Information

Vast Information Patient or Context Specific

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Key Words: Patient Outcomes and Interoperability

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The CPS

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Reproduced, with permission, from the Canadian Pharmacists Association, Ottawa, 2004.

The App!

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Consumer Health Informatics

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Clinical Decision Support Systems (CDSS)

• Technology not there yet• Data not there yet: • http://www2.cs.uh.edu/~rzheng/course/

COSC7388sp11/SurveyPaper_Darshan_Seif.pdf

• Interoperability issues

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Pseudo-Science

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Commerce, meet Research

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The Need for Research....or not?http://mobihealthnews.com/10444/smoking-

cessation-apps-dont-follow-guidelines/It’s important to note that the

researchers never tested these weight loss smartphone apps. They never downloaded them. (We have seen this head-scratching method of study before.) The analysis of the weight loss apps’ adherence to these 13 evidence-based practices was based solely on the apps’ descriptions in the iTunes AppStore. The researchers acknowledge in their paper that the apps may adhere to more or less of them than their descriptions let on.

http://www.skepticnorth.com/2010/05/scott-gavura-why-we-make-bad-health-care-decisions/

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Where should we go?

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Keller’s ARCS Theory of Motivation

Keller strove to understand and model the influence of effort and contributors to effort

ARCS lists four major conditions:1. Attention2. Relevance3. Confidence4. Satisfaction

Attention StrategiesGetting and Keeping It!

• Incongruity and conflict • Concreteness• Variability• Humour• Inquiry• Participation

Relevance StrategiesAttaching Value to the Task and Deepening Internalization

• Experience• Present Worth• Future Usefulness• Need Matching• Modeling• Choice

Confidence StrategiesFocus on aspects of learner performance

• Learning requirements• Difficulty• Expectations (metacognition)• Attributions (locus of control)• Self-confidence

Satisfaction Strategies Management of the consequences of learning

• Natural consequences• Unexpected rewards• Positive outcomes• Avoidance of negative influences• Scheduling

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Gagne’s NineEvents of Instruction (Lesson Level)

Introduction• Gain attention to learning activity• Inform learner of purpose/objectives• Stimulate recall of prior knowledge

Expanded Events of Instruction (Lesson Level)

Body• Present new material (examples first)• Provide for and guide practice (rehearsal)• Elicit performance (more accountability)• Provide feedback• Re-evaluate performance

Expanded Events of Instruction (Lesson Level)

Conclusion• Provide summary and review• Enhance transfer• Provide motivation and closure