Academic literature on the topic 'Contextual Think-Aloud Method'

AbstractBackgroundThe literature suggests that affect, higher-level cognitive processes (e.g. decision-making), and agency (the capacity to produce an effect) are important for reasoning; however, we do not know how these factors respond to context. Using situated cognition theory as a framework, and linguistic tools as a method, we explored the effects of context specificity [a physician seeing two patients with identical presentations (symptoms and findings), but coming to two different diagnoses], hypothesizing more linguistic markers of cognitive load in the presence of contextual factors (e.g. incorrect diagnostic suggestion).MethodsIn this comparative and exploratory study, 64 physicians each completed one case with contextual factors and one without. Transcribed think-aloud reflections were coded by Linguistic Inquiry and Word Count (LIWC) software for markers of affect, cognitive processes, and first-person pronouns. A repeated-measures multivariate analysis of variance was used to inferentially compare these LIWC categories between cases with and without contextual factors. This was followed by exploratory descriptive analysis of subcategories.ResultsAs hypothesized, participants used more affective and cognitive process markers in cases with contextual factors and more I/me pronouns in cases without. These differences were statistically significant for cognitive processing words but not affective and pronominal words. Exploratory analysis revealed more negative emotions, cognitive processes of insight, and third-person pronouns in cases with contextual factors.ConclusionsThis study exposes linguistic differences arising from context specificity. These results demonstrate the value of a situated cognition view of patient encounters and reveal the utility of linguistic tools for examining clinical reasoning.

Purpose This study aims to describe how creative thinking ability could be improved through correcting the thinking schemata using cool-critical-creative-meaningful (3CM) learning model. Design/methodology/approach This study implemented mixed methods with explanatory sequential, which means a study that was conducted by collecting quantitative and qualitative data, consecutively. The creative thinking ability was measured through tests and then triangulated with the student teachers answers in the interviews. The qualitative data consisted of creative thinking schemata that were collected with task analysis and think aloud method. The data were analyzed in two stages. Quantitative data analysis was used to identify the effectiveness of 3CM learning. Qualitative data analysis was conducted using Miles and Huberman’s analysis. Findings The findings presented that 3CM learning model is significantly effective to improve the creative thinking ability of pre-service primary teacher; students with formal, content and linguistic schemata that are good and complete will also have good mathematical creative thinking ability; the mathematical creative thinking ability of student is determined by the completeness of their schemata; and a good and complete schemata (formal, content and linguistic) will help the students to produce several problem-solving alternatives. Research limitations/implications Because of the chosen research approach, the research results may lack generalizability. Therefore, researchers are encouraged to test the proposed propositions further. Practical implications The results of this study suggest lecturers to give their students a great opportunity to develop their creativity in solving mathematical problems. Lecturers could give the students the opportunity to think systematically by beginning by criticizing the interesting contextual problems and ending with meaningful reflection with adequate learning resources. Originality/value 3CM learning model is a model that is proven to be effective in helping the students in shaping the thinking schemata well and able to improve the creative thinking ability of the students.

Purpose The purpose of this paper is to explore a broader understanding of the role of Cypriot school principals’ personal identities, through a values system perspective, when exercising their leadership. Design/methodology/approach A multicase study methodology was followed with five school principals, representing five different leadership styles. In each case, an in-depth investigation of the school principal’s personal identity was undertaken. School principals’ personal values were explored during interviews, staff meetings and daily activities observations, as well as through the use of the think-aloud protocol method. This study utilized the Schwartz Theory of Basic Human Values, as well as the Pashiardis–Brauckmann Holistic Leadership Framework, as the guiding theoretical framework. Findings School principals’ personal identities in Cyprus seem to influence, to some extent, their daily leadership practice. However, particular factors associated with the context in which they live (social identity) and work (professional identity), seemed to be affecting the personal values embedded throughout their personal identities. Research limitations/implications Five school principals are not enough to make generalizations on the relationships between leadership styles and values. However, through this paper, the authors sought to provide examples on how school principals’ personal identities influence their leadership practice. Practical implications The findings highlight the important role and attention to school principals’ personal identities, beyond the core management and leadership courses. The findings also shed light on the importance of looking more closely at contextual elements “outside” and “inside” the school and to what extent these could influence school principals’ personal identities. Originality/value This paper offers insights into school principals’ personal identities, through a values system perspective, and how these personal identities influence their leadership practice.

ABSTRACT Introduction Contextual factors (eg, diagnostic suggestion and burnout) can affect physician clinical reasoning performance, leading to diagnostic error. Yet, contextual factors have only recently been studied and none of that work focused on how physicians appraise (ie, evaluate) the clinical situation as they reason. The purpose of this qualitative study was to use appraisal to describe the effect of contextual factors on clinical reasoning. Materials and Methods Physicians (n = 25) either viewed two video cases or participated in two live scenarios, one with contextual factors and one without. Afterwards, they completed a “think-aloud” reflection while reviewing the cases. Transcribed think-alouds were coded for appraisal markers, comparing cases with and without contextual factors. Results When contextual factors were present, participants expressed more emotional evaluation and uncertainty about those emotions. Across all types of cases, participants expressed uncertainty about the case and assessed what “could” or “would” have gone differently. Conclusions This study suggests that one major effect of contextual factors may be that they induce emotions, which may affect the process of clinical reasoning and diagnostic error. It also suggests that uncertainty may be common in clinical practice, and we should thus further explore its impact.

Purpose of the study: The research is focused on studying the translation process using the methods of allied sciences for improving a translation end product. This article deals with the identification of the most challenging prospective translation difficulties and analysis of the main macro- and micro strategies of translation on the basis of conducted experiments with combination of eye-tracking and think-aloud protocols and an experiment using keystroke logging. In the article we also make an attempt to undercover the basic principles which influence decision-making. Methodology: Conclusions based on the results of the study have both theoretical and practical implications. The theoretical significance of the research is expressed with the summarizing of the main translation difficulties and translation strategies of the tested. It was also revealed that the translation difficulty is not always predictable and is not always explained theoretically. As a result of the experiments the theory of H. Krings on 3 stages of translation Micro Strategy has been confirmed. Finally, the analysis of the experiments made it possible to determine the factors influencing a particular translation solution: grammatical, contextual and stylistic accuracy and euphony of the translation end product. Results: Regarding the first experiment, TAPs required a voice recorder, and respectively, eye-tracking assumed the usage of eye-tracker, procured by the Laboratory of Small Computer Engineering of Kazan Federal University. As equipment for the second experiment, we used a laptop with a loaded keystroke logging program recording each keystroke, as well as the time intervals between these presses. In this case, the task of the tested was to submit a written translation of the given text. Applications of this study: This research can be used for the universities, teachers, and students. Novelty/Originality of this study: In this research, the model of the Think-Aloud Protocols, Eye-Tracking, and Key-Logging in Identification and Addressing Translation Challenges are presented in a comprehensive and complete manner.

Abstract This study investigates word recognition processes and strategies of intermediate learners of Chinese as a Second Language (CSL) in contextual reading settings. Two intermediate CSL learners were chosen as research participants, and think-aloud methods and retrospective interviews were used to collect data. The data were analyzed by using Moustakas’ data analysis procedure, Creswell’s three steps and Bogdon and Biklen’s data analysis methods. Results indicated that intermediate CSL learners go through different processes of word recognition as it might be automatic, based on context, pronunciation, previous knowledge and the meaning of characters, or, in case of word recognition failure, skipping the words or skipping them but reading them again later; and their word recognition strategies in contextual reading settings mainly include cognitive strategies and self-regulatory strategies. Among these strategies, cognitive strategies consist of direct transformation, translation, interpretation, guessing, inferring and finding key words; and self-regulatory strategies include metacognitive strategies, behavior regulating strategies, emotion regulating strategies and motivation regulating strategies. A model of intermediate CSL learners’ word recognition strategies can be constructed based on the results. The present study provides both theoretical and pedagogical implications in the field of CSL vocabulary acquisition and teaching.

Nurses working in home care play a significant role in observing and identifying changes in the health status of patient with chronic obstructive pulmonary disease (COPD). The aim of this study was to explore and describe nurses’ observations of older patients with COPD when providing home nursing care. In this qualitative explorative study, data were collected through observations of 17 home care visits using the think-aloud technique, followed up with individual interviews with the nurses. Qualitative content analysis was used to analyze the data. The findings showed that the nurses’ observations (focus, methods, and interpretation) were characterized by their search for deviations from what they judged to be the patient’s habitual state. The nurses did not use any tool or guidelines, nor did they follow a standard procedure. Instead, when observing and interpreting, they performed a complex process guided by their experience and knowledge of the patient, and the patient’s individual and contextual circumstances. This knowledge contributes to warranted reflection on nurses’ practice in this context to secure COPD patients’ safety and quality of life.

Objective The proposed Meaningful Use Stage 3 recommendations require healthcare providers to accept patient-generated health data (PGHD) by 2017. Yet, we know little about the tensions that arise in supporting the needs of both patients and providers in this context. We sought to examine these tensions when designing a novel, patient-centered technology – mobile Post-Operative Wound Evaluator (mPOWEr) – that uses PGHD for post-discharge surgical wound monitoring. Materials and Methods As part of the iterative design process of mPOWEr, we conducted semistructured interviews and think-aloud sessions using mockups with surgical patients and providers. We asked participants how mPOWEr could enhance the current post-discharge process for surgical patients, then used grounded theory to develop themes related to conflicts and agreements between patients and providers. Results We identified four areas of agreement: providing contextual metadata, accessible and actionable data presentation, building on existing sociotechnical systems, and process transparency. We identified six areas of conflict, with patients preferring: more flexibility in data input, frequent data transfer, text-based communication, patient input in provider response prioritization, timely and reliable provider responses, and definitive diagnoses. Discussion We present design implications and potential solutions to the identified conflicts for each theme, illustrated using our work on mPOWEr. Our experience highlights the importance of bringing a variety of stakeholders, including patients, into the design process for PGHD applications. Conclusion We have identified critical barriers to integrating PGHD into clinical care and describe design implications to help address these barriers. Our work informs future efforts to ensure the smooth integration of essential PGHD into clinical practice.

Objective – To examine first-year college students’ information seeking behaviours and determine whether their mental models of the search process influence their ability to effectively search for and find scholarly materials. Design – Mixed methods including contextual inquiry, concept mapping, observation, and interviews. Setting – University of Baltimore, a public institution in Maryland, United States of America, offering undergraduate, graduate, and professional degrees. Subjects – A total of 21 first-year undergraduate students, ages 16 to 19 years, undertaking research assignments for which they chose to use online resources. Methods – First-year students were recruited in the fall of 2008 and met with the researcher in a university usability lab for about one hour over a three week period. The researcher observed and videotaped the students as they conducted research in their chosen search engines or article databases. The searches were captured using software, and students were encouraged to think aloud about their research process, search strategies, and anticipated search results. Observation sessions concluded with a 10-question interview incorporating a review of the keywords the student used, the student’s reflection on the success of his or her searches, and possible alternate keywords. The interview also offered prompts to help the researcher learn about students’ conceptualizations of search tools’ utilization of keywords to generate results. The researcher then asked the students to provide a visual diagram of the relationship between their search terms and the items retrieved in the search tool. Data were analyzed by identifying the 21 different search tools used by the students and categorizing all 210 searches and student diagrams for further analysis. A scheme similar to Guinee, Eagleton, and Hall’s (2003) characterized the student searches into four categories: simple single-term searches, topic plus focus searches, phrase searches, and advanced searches employing multiple Boolean operators. Students’ diagrams were put into three different groups: process view, hierarchical view, and network view. The researcher then analyzed the relationships between the students’ search behaviours and their mental models to develop further conclusions. Main Results – Analysis revealed that this population of students had a limited mental model of the search process and used narrow sets of fairly simple search strategies for retrieving information online. Search engines were used for the majority (61.9%) of total searches and 72.3% of those conducted in search engines were in Google. The majority of students (76%) began their search process with a search engine while other students began searching in online encyclopedias (10%) or online databases (14%). Academic Search Premiere was used for 73.8% of the database searches. Some students (5%) also performed searches in individual websites (6.3%), for an overall total of 224 searches conducted. Students performed four varieties of searches: simple searches using short phrases conveying a single concept (34% of total searches); topic plus focus searches using a single Boolean AND (30%); phrase searches consisting of multiple-word descriptive phrases or sentence fragments (17.4%); and advanced Boolean searches combining two or more distinct concepts (13.8%). Generally, students used the same search terms and structure whether they were in a search engine or database, particularly with phrase searches. Nearly 71% of the advanced Boolean searches were inappropriately formed, particularly when used in the databases. Of the few students employing Boolean logic beyond a single AND, only two used it correctly, and only one with successful results. Students were unable to recognize or explain why a search failed or why they got the results they did. They made frequent incorrect use of punctuation, spelling, and syntax, leading to limited or no search results. Students assumed that obtaining few results indicated a problem of keyword choices rather than search query structure. When faced with no results in the databases, they assumed there were no articles on their topics and did not re-evaluate their search queries. Those with unsuccessful Boolean searches did not recognize that their errors were due to logic, and instead changed their keywords or began a new search altogether. Several students understood keywords as concepts versus literal strings of letters, yet thought the search tools determined search results based solely on what was typed into the search box. Of those employing phrase searches, some believed that each word was queried, while others thought only the “primary terms” were queried. Most students (61%) offered analogies to print resources to explain how search engines process queries, and all the students’ descriptions included their ideas about what a search tool contained, rather than how the search tools organized information. Attempts to expand or narrow searches were haphazard. While most students (57%) employed the strategy of adding keywords to narrow searches, only a few (11%) recognized the function of this technique and used it regularly, while others tended to return to their original broad searches in a different tool. Some had a limited understanding that adding terms narrows and reducing terms broadens the search, but their Boolean errors negated the use of synonyms or alternative terms for those purposes. Other strategies included using the search tool’s “advanced search” features or quotes, although all who used the latter did so incorrectly and some mistakenly thought parentheses served the same purpose. All subjects drew representations of their views of the relationship between keywords used and search results retrieved, though few were able to clearly visualize how a search engine processes a query, or address ideas such as expanding or narrowing searches or synonym use. Three categories of diagrams emerged: the process view, hierarchical view, and network view. The process view displayed a task flow diagram. These students demonstrated the least formed mental models and experienced the search tool as a “black box” that gives results, showing little understanding of how they are generated. They performed the fewest overall searches (11.6%), the majority (79%) of which were simple or phrase searches with no use of Boolean operators. The hierarchical view displayed a broad subject with subtopics, or results highlighting specific aspects of the subject. These students performed nearly 30% of the total searches, 17% of which included the use of Boolean logic. The network view displayed models of interconnected terms. These students performed the majority of the searches (58.7%), and also constructed the most sophisticated queries. Many of their searches employed Boolean logic (83%), and 65% were either Boolean or topic plus focus searches. Students with this mental model tended to focus more on the queries themselves than the results received. Students indicated feelings of success in their searching and were comfortable relying on simple searches retrieving large results sets. While not central to the research design or driving questions, students’ evaluation of search results was observed and found to be weak. Students displayed rapid searching, scanning, and evaluation processes which may have played a role in many of their mistakes when repeating or attempting to correct faulty searches. Conclusion – The results show students did not have strong conceptual models of the search process or how search queries impacted results, and were often unable to recognize or troubleshoot problems with searches in order to improve results. Students displaying stronger mental models used more complex search strategies, but still performed unsuccessful searches and demonstrated challenges in remedying defective searches. Students skimmed search results quickly, rarely looking beyond the first two pages, and did not take time to evaluate them for topic relevance. The findings suggest that librarians should rethink how Millennial students are taught search strategies and evaluation, to focus more on problem solving or critical thinking. They also suggest that database developers should continue developing search algorithms and tools, considering this population’s conceptualizations of search. Further research on Millennials’ information processing, critical thinking, and evaluation skills in the context of academic work is needed.

Abstract Background 20 to 30% of university students consistently report attention-related health problems (studenthealthcheck), such as depression, a less healthy lifestyle (e.g. alcohol/ drugs, sleep, etc.) or adhd. Students are healthcare avoiders and as such ideal candidates for eHealth. To sort out their attention problems, increase their knowledge and guide them to solutions, howtostayfocused.org/ has to be scientifically evaluated. Methods A qualitative study was conducted in 2019 at the Student Health Service of the UvA. A prototype eTool and interview guide were developed in accordance with CeHRes, contextual background and value specifications for attention-related issues. Semi-structured cognitive interviews were administered to students before, during and after completion of the Etool (i.e. think aloud method) (N = 9; 5 female; mean age 23.5) concerning its' system, content and service quality. (audio recorded, transcribed verbatim and thematically analyzed). Results They were triggered to conduct the test and appreciated the personal advice that advanced the acceptance and confirmation of their complaints. the system: User-friendliness, lay out and abundance of information were appreciated. Improvements included technical errors, too much text provision, low visualizations, unclear navigation.the content: Although appreciative of the content, improvements included experience stories, study tips, information clarity.the service quality: Self-sufficiency has added value. (perceived usefulness) Soon after the launch of the eTool, it was used about 1000 times. Conclusions An eTool to address, clarify and analyze attention-related health problems among university students is considered of added value to meet their self-sufficient ways. They appreciated the personal advice from the test for the acceptance and confirmation of their attentional complaints. These results are of value for the development of other health-related web-based innovations for students. Key messages eHealth is a suitable way to address (attention-related) health problems that are common in university students, who are typically healthcare avoiding. The eTool contributes to prevention in the sense that university students may identify their attention-related health problems at an earlier stage and prevent aggravation of their complaints.

Digitalization in work environment has been a trend in recent years and has profound impact on the way people work. We see the application of digital technologies in workplace greatly benefits people’s daily work, but we also notice health problems such as stress and pressure caused by poorly designed software systems. Two methods, to be used in software development, were proposed to improve the user experience of the software systems. The methods, Contextual Persona method and Contextual Think-Aloud method are supposed to extend IT professionals’ understanding of contextual factors when developing software systems. In this paper, we study students’ perception on the usage of the contextual methods through questionnaire-based survey. We identified the positive and negative aspects of using the contextual methods, and suggestions for improvement. Moreover, we conclude that using the contextual methods is helpful to deliver software systems that are well suited in users’ work environment, and therefore provide a better user experience for the users.