Jayshiro Tashiro

What really works in serious games for healthcare education

We describe recent research on learning and competency outcomes from work within serious games for healthcare. From this work emerged a typology for serious games in healthcare education. We concluded that critical deficiencies in game outcomes may lead to inadequacies in clinical care.

ROAD-MAP for educational simulations and serious games

An international research team from Canada, United States, and Hong Kong developed a novel solution for creating interoperable, scalable learning objects along a gradient from single interactive objects for one learning activity to articulations of thousands of learning objects that become simulations capable of automatically assessing complex conceptual and performance competencies. We call this solution Research Oriented Adaptive Decision Modeling Architecture Platforms for Simulations - ROAD-MAP. Our acronym, ROAD-MAP, acknowledges the many pathways that can lead to developing educational simulations and serious games. Such pathways are not well-mapped at this time, especially in the context of how such simulations and games actually improve higher-order reasoning and pattern recognition. ROAD-MAP provides a generalized solution for building simulations and serious games within an evidence-based approach to design, development, and evaluation of new types of coupled research and teaching-learning-assessment environments for different discipline domains.

Evidence-based educational practices and a theoretical framework for hybrid learning

Reviews of literature on hybrid learning reveal a general lack of theoretical coherence in the evolving instructional methods and materials as well as in the delivery modalities of courses designed as hybrid learning environments. In this paper, we first examine six critical barriers to development of evidence-based frameworks for how and why to build hybrid teaching-learning-assessment environments. Secondly, we review some of the implications for developing a theoretical framework for studying hybrid learning. Finally, we propose a Transtheoretical Model for Hybrid Learning that is substantially derived from ecosystem theory.

Personalized-Adaptive Learning – A Model for CIT Curricula

We studied the complexity of building a personalized and adaptive learning system for computer and information technology (CIT) curricula. Working with an online personalized competency-based CIT curriculum at Northern Arizona University (Flagstaff, Arizona, USA), our research developed a model for layering adaptive capacities into this curriculum to provide enhanced feedback and remediation for students. Additionally the model we developed provided integration of data collection and analysis that could drive evidence-based educational practices for CIT undergraduate and graduate programs. In this paper, we describe the conceptual model for a personalized-adaptive learning CIT educational environment, along with data collected over three years that support the efficacy of the approach we describe. We call the model SIGNAL CIT Education—Serial Integration of Guiding Nodes for Adaptive Learning in CIT Education.

MISSED – Studying Students’ Development of Misconceptions in Hybrid Courses

We implemented a methodology for studying how learners develop misconceptions during the situated experience of teaching and learning as well as during the situated experience of cognitive and behavioral expression of what has been learned during real-world application. This methodology now has been embedded into software-hardware platforms suitable for use by learning management systems (LMS) and massive open online courses (MOOCs). These types of platforms together constitute an educational environment we call the MISSED – Misconception Instantiation as Students Study Educational Domains. MISSED can be used to assess learners’ conceptual and performance competencies in ways allowing cognitive and behavioral mapping that reveals patterns of misconception development.

What Really Works in Hybrid Learning: A Cognitive Perspective

This paper synthesizes two decades of research focused on understanding what “really works” in education, with a focus on hybrid learning environments. A cognitive perspective approach shaped research on diverse learning environments. All of these learning environments had empirical foundations for improving student learning outcomes. The fundamental conclusion reached is that development of hybrid learning environments must be driven by educational research that would be on the scale and rigor analogous to large clinical trials designed to promote evidence-based practices in healthcare.

Unconscious mind: Authenticating with something you don't know? Or just an infallible liveness test?

Biometrics has become a major field of study in the area of computer security. Liveness tests complement biometric systems by introducing an extra level of authentication to prevent identity forgeries. In this abstract we present the fundamental ideas behind a new authentication paradigm that captures the individuals unique signature by measuring unconsciously motivated mistakes or actions. The robustness of our system relies on the hypothesis that each individual possesses behavioural characteristics that are brought about by some unique traits (i.e. how information is processed, categorized and accessed) that are not consciously accessible to the individual and can be measured as that individuals unique behavioural signature. We will refer to this unconsciously motivated behavioural signature as the unconsciousness signature. An implicit result includes the use of our proposed system as a liveness detection mechanism. Here we describe our hypotheses and provide a rationale that indicates their suitability for further studies as a new authentication paradigm.

Can an Evidence-Based Blended Learning Model Serve Healthcare Patients and Adult Education Students?

We explore the possibilities for evidence-based blended learning models that benefits both adult healthcare patients with chronic illness and also adults completing basic education programs designed to help them achieve high school equivalency with improved readiness for college and career. Ten chronic disease areas consume disproportionate percentages of healthcare resources. Adult education programs have become essential components of strategies to reduce education gaps and prepare unemployed or under-employed adults for college and career readiness. Consequently, in many countries these two populations of learners are critical to economic stability and sustained growth in technology-oriented careers. Ongoing research provided a model that combines emerging educational technologies and courseware in ways that allow customization of instructional strategies yet accommodate training in diverse content and skills. In this paper, we present the model and suggest a set of recommendations to improve educational support of adults with chronic diseases as well as to improve educational frameworks for adults preparing for college and career readiness.