Linxen, Sebastian
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How WEIRD is CHI?
Computer technology is often designed in technology hubs in Western countries, invariably making it “WEIRD”, because it is based on the intuition, knowledge, and values of people who are Western, Educated, Industrialized, Rich, and Democratic. Developing technology that is universally useful and engaging requires knowledge about members of WEIRD and non-WEIRD societies alike. In other words, it requires us, the CHI community, to generate this knowledge by studying representative participant samples. To fnd out to what extent CHI participant samples are from Western societies, we analyzed papers published in the CHI proceedings between 2016-2020. Our fndings show that 73% of CHI study fndings are based on Western participant samples, representing less than 12% of the world’s population. Furthermore, we show that most participant samples at CHI tend to come from industrialized, rich, and democratic countries with generally highly educated populations. Encouragingly, recent years have seen a slight increase in non-Western samples and those that include several countries. We discuss suggestions for further broadening the international representation of CHI participant samples.
Mobile and ubiquitous knowledge management: lessons from the transportation sector
Mobile phones to facilitate connected social learning and work-based practices in marginalized settings. Insights from a research project in rural South Africa
This paper outlines the findings of a research project intended to facilitate the learning of health professionals across work-based and formal learning contexts by means of mobile technology. The focus of the educational approach was on the use of digital mobile media, and particularly mobile networking technologies to support social learning practices of professionals, i.e., nurses, in marginalized settings in rural South Africa. The overall project was informed by previous studies from marginalized contexts that pointed to the potential of mobile phones and mobile social networking technologies as a means to facilitate the learners engagement with explicit forms of educational content as well as to allow for their extended participation in professional, work-based communities (Kolko, Rose, & Johnson, 2007; Pimmer, Linxen, & Gröhbiel, 2012; Pimmer, Linxen, Gröhbiel, Jha, & Burg, 2013).
Culture and HCI: A still slowly growing field of research. Findings from a systematic, comparative mapping review
Culture is a phenomenon that shapes and conditions outcomes of human-computer interaction in very significant ways. The goal of this study was to analyse the development of the field that studies culture as part of HCI research. To do so, a systematic mapping review was carried out that analyzed articles from seven high profile HCI journals and conference proceedings in 2010, and from 2016 to 2020. The results were then systematically compared to a previous study from Kamppuri et al. [14], which covered the time from 1990 to 2005. The analysis shows a steady increase in the number of articles that consider culture. However, given the importance of culture as a phenomenon, the increase in articles that consider culture from 0.9% in the period of 1990 to 2005 to 1.9% of the articles in the present sample (2010, 2016-2020) is inadequate. There is also room for improvement regarding the the limited extent to which culture is linked to underpinning conceptual and theoretical sources. If the HCI community wishes to establish knowledge that is globally more relevant, the concept of culture needs to be studied and articulated much more systematically.
Using mobile phones and social media to facilitate education and support for rural-based midwives in South Africa
Gamification of electronic learning in radiology education to improve diagnostic confidence and reduce error rates
OBJECTIVE. The purpose of this study is to validate an electronic learning, or e-learning, concept featuring gamification elements, rapid case reading, and instant feedback. SUBJECTS AND METHODS. An e-learning concept was devised that offered game levels for the purpose of providing training in the detection of pneumothorax in 195 cases, with questions read in rapid succession and instant feedback provided for each case. The user's task was to locate the pneumothorax on chest radiographs and indicate its presence by clicking a mouse. The game level design included an entry test consisting of 15 cases, training levels with increasing difficulty that involved 150 cases, and a final test that including 30 cases (the 15 cases from the entry test plus 15 new cases). A total of 126 candidates were invited via e-mail to participate and were asked to complete a survey before and after playing the game, which is known as RapRad. The level of diagnostic confidence and the error rate before and after playing the game were compared using a Wilcoxon signed rank test. RESULTS. Fifty-nine of 126 participants (47%) responded to the first survey and finished the game. Of these 59 participants, 29 (49%) responded to the second survey after completing the game. Diagnostic confidence in pneumothorax detection improved significantly, from a mean (± SD) score of 4.3 ± 2.1 on the entry test to a final score of 7.3 ± 2.1 (p < 0.01) after playing RapRad, with the score measured on a 10-point scale, with 10 denoting the highest possible score. Of the participants, 93% indicated that they would use the game for learning purposes again, and 87% indicated that they had fun using RapRad (7% had a neutral response and 6% had a negative response). The error rate (i.e., the number of failed attempts to answer a question correctly) significantly decreased from 39% for the entry test to 22% for the final test (p < 0.01). CONCLUSION. Our e-learning concept is capable of improving diagnostic confidence, reducing error rates in training pneumothorax detection, and offering fun in interaction with the platform.
Tourney: A game-based learning approach for the recognition of uncommon pathologies in Radiology
Informal mobile learning in nurse education and practice in remote areas. A case study from rural South Africa
Background: With the proliferation of portable digital technology, mobile learning is becoming increasingly popular in nursing education and practice. Most of the research in this field has been concentrated on small-scale projects in high income countries. Very little is known about the ways in which nurses and midwives use mobile technology in remote and resource poor areas in informal learning contexts in low and middle income countries. Objectives: To address this gap, this study investigates whether nurses use mobile phones as effective educational tools in marginalized and remote areas, and if so, how and why. Setting and Methods: In rural South Africa, 16 nurses who attended an advanced midwifery education program, facilitators and clinical managers were interviewed about their use of digital mobile technology for learning. Techniques of qualitative content analysis were used to examine the data.