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E-learning within the healthcare sector is increasing in use and popularity. Implementing an online training program is especially useful in healthcare sectors where the working environment often is stressful since it allows for some flexibility. This thesis investigates how an online training program can be constructed accounting for healthcare professionals’ (HCP) needs in their use of a stroke diagnosis and rehabilitation tool, and specifically how using enactment when completing the training program affects subsequent recall after a 24-hour delay compared to not using enactment. The study consisted of two parts, a survey of current users’ experiences of a stroke diagnosis and rehabilitation tool and a quasi-experiment. The survey included 19 experienced occupational therapists and physiotherapists and revealed insights to training satisfaction, usability challenges and desired improvements. Partly based on the results from the initial survey, a subsequent online stroke training program was developed and tested in a quasi-experiment involving 16 healthcare students out of which eight enacted actions and eight did not enact during training. The online training program consisted of videos, text and knowledge and subjective experience questions. After a 24-hour delay a final questionnaire containing training contents questions was distributed. The results showed no significant difference in recall between the groups on factual knowledge of the tool. A slight difference in favor of the enactment design in one of the questions assessing participants' confidence was found. Further research on how enactment affects knowledge versus subjective experience questions with larger samples is suggested.

Obesity research remains a high priority worldwide, given the sustained high levels of obesity (body mass index ≥30 kg/m2) and class III obesity (body mass index ≥40 kg/m2) across many demographic groups. One component of obesity research is the study of how diet can contribute to obesity, and thus it is crucial to evaluate how existing dietary assessment methods perform for people with obesity, and to develop or refine methods to enhance their accuracy. Researchers should be prepared to include more individuals with obesity and class III obesity, a growing demographic, in studies that assess dietary intake. With the inclusion of these groups, it is vital to consider the potential impact of weight bias and weight stigma on dietary research. Weight bias is negative attitudes and stereotypes about people with obesity, while weight stigma is how these attitudes collectively devalue people with obesity, which could result in acts of discrimination. This dissertation: 1) defined the issues of weight bias and weight stigma, and how they affect dietetics practice, including research, 2) determined the representation of participants with class III obesity in studies validating self-reported measures of dietary assessment using doubly-labeled water, and 3) explored how weight bias and weight stigma might impact misreporting of energy intake among people with overweight and obesity. Findings include that: 1) weight bias and weight stigma are important issues when working with people with obesity, and dietetics professionals can address these in many areas of practice; 2) in studies validating self-reported dietary assessment methods using doubly-labeled water, people with class III obesity are underrepresented, and thus the validity of existing methods to assess diet among people with class III obesity requires further research; 3) in a sample of participants with self-reported overweight and obesity, previous experiences of weight stigma were common, though internalized weight bias, weight bias toward others, and experiences of weight stigma were not predictive of the validity of energy intake reporting. Researchers should consider the potential impact of weight stigma on recruitment, retention, and participant experience when working with participants with obesity. / Doctor of Philosophy / One part of obesity research is the study of how food intake can contribute to obesity. It is crucial to evaluate how well existing methods perform that measure what and how much people eat, especially in people with obesity. As obesity levels rise, researchers should be prepared to include more people with obesity (body mass index ≥30 kg/m2) and class III obesity (body mass index ≥40 kg/m2) in studies that measure dietary intake. When including people with obesity in studies, it is important to consider the potential impact of weight bias and weight stigma on nutrition research. Weight bias is the idea of negative attitudes and stereotypes about people with obesity, while weight stigma is how these attitudes collectively devalue people with obesity. This dissertation 1) defined the issues of weight bias and weight stigma, and how they affect dietetics practice, including nutrition research, 2) determined the representation of people with class III obesity in studies testing the accuracy of methods collecting information about food intake and 3) explored how weight bias and weight stigma might affect how accurately people with overweight and obesity report the number of calories that they eat. This work found: 1) weight bias and weight stigma are important emerging issues when working with people with obesity, and dietetics professionals can address weight bias and weight stigma in many areas of practice; 2) in studies testing the accuracy of measures that collect food information, people with class III obesity are underrepresented, and more research is needed to determine how accurate these measures are in this group; and 3) in a group of people with overweight and obesity, previous experiences of weight stigma were common, though internalized weight bias, weight bias toward others, and experiences of weight stigma did not predict how well a person reported their calorie intake. Future studies should include more people with class III obesity. Researchers should consider how weight stigma might affect a person's willingness to participate in nutrition studies. Minimizing weight stigma in research may decrease participation barriers for people with obesity in research about nutrition, weight, and health.

This study investigated the use of varying formats for presenting complex visual information in the form of fictitious maps. There were three treatment formats, two which sequenced the map information by conceptual category (i.e., roads, geographic features, boundaries), and a third which used a normal intact map format. The two sequenced presentations differed in that the first was additive; that is, each visual in the sequence built upon the preceding one by adding a category of information until the complete map was displayed. The second simply displayed one conceptual category per visual. The cognitive style field dependence-independence was also examined as potentially related to map-learning ability based on the greater cognitive restructuring ability of the field independent orientation. lt was predicted that the achievement of field-dependent students would be higher with the sequenced map treatments, and the achievement of the field-independent students would be higher with the intact map treatment. The research questions were: 1. Does dividing map information into either an Additive sequence or a Part-by-Part sequence affect performance on a map-learning task? 2. Do students classified as held dependent, moderately field - independent, or held independent differ in their performance on a map-learning task? 3. Is there an interaction across visual design format with cognitive style? The sample for this study was composed of 92 four-year college students. Level of held dependence was measured by the GEFT. The analysis of the 3 X 3 research design was by a two-way analysis of variance with posttest scores (which measured immediate recall of map information) as the dependent variable. Map presentation format and cognitive style were independent variables. Results indicated there was no difference in achievement among the three map presentation formats, but that cognitive style was significantly related to posttest scores; that is, a higher level of held independence was associated with more effective map-learning performance. / Ed. D. / incomplete_metadata

This study investigates the effects of clustering or format of presentation (categorized and uncategorized lists), level of color realism of graphics (color pictures, black and white pictures and line drawings), and age (10 year old, 16 year old and adults) on the pictorial recall memory among students in Malaysia. Three hundred sixty students of three age groups were randomly assigned to one of the six stimulus treatments (categorized color, uncategorized color, categorized black and white, uncategorized black and white, categorized line drawing, and uncategorized line drawing). There was a significant interaction effect between age and cluster, F (2, 342) = 9.07, p < 0.0001). Simple main effects test shows that among 10-year olds, significant difference exists between the mean recall of pictures in categorized lists and uncategorized lists. More pictures in the categorized lists were recalled than in the uncategorized ones. However, the mean recall of pictures between the categorized and uncategorized lists among 16-year olds and adults did not differ significantly. Interaction between age and color realism was also significant, F (4, 342) = 2.93, p < 0.021). Simple main effects test indicates that among 10-year olds and adults, the mean number of items recalled differed significantly under each level of color realism. Pairwise comparison shows that among 10-year olds and adults, color pictures were recalled significantly better than both black and white pictures and line drawings. The mean number of items recalled between black and white pictures and line drawings however, was not significantly different. It was concluded that color pictures or illustrations are recalled better than black and white pictures and line drawings, and that categorized lists of pictures are recalled better than the uncategorized lists. / Ph. D.

As interactive 3D environments are being implemented within our community, examining their efficiency and gathering insights into user's perspectives becomes increasingly important. This study aimed to address two research questions: “Does the level of detail in an interactive 3D landscape model lead to differences in participants' performance on a memory recall test?” and “What are participants' preferences, interests, and subjective understanding of the 3D model?”. The term LOD was used to standardise guidelines for the different levels of detail in the two models compared. A total of 30 participants took part in the experiment, completing tasks in the interactive 3D landscape environment containing a 3D model (LOD1 or LOD2), followed by a memory recall test. The analysis utilised Independent samples t-tests and correlation analysis. Additionally, participants provided feedback on their preferences, interest, and subjective understanding, which were analysed using thematic analysis and Chi-squared tests. The study found no statistically significant difference in memory recall between the groups according to an independent samples t-test. Chi-squared tests revealed that participants in both groups expressed a similar understanding of the models. Thematic analysis revealed that comments on the model were similar regarding interest. Participants in both groups preferred the more detailed model when presented with both images; some were motivated by the fact that it enhanced their understanding. Future research could compare more considerable differences in detail levels (LOD1 vs LOD3 ) and use different approaches to gather insights into participants' memory recall, preferences, or other aspects of interest.

This paper presents the findings of two independent studies which examined the test-retest reliability and the fall-off effects of the Munich Life Event List (MEL). The MEL is a three-step interview procedure for assessing life incidents which focusses on recognition processes rather than free recall. In a reliability study, test–retest coefficients of the MEL, based on a sample of 42 subjects, were quite stable over a 6-week interval. Stability for severe incidents appeared to be higher than for the less severe ones. In the fall-off study, a total rate of 30% fall-off was noted for all incidents reported retrospectively over an 8-year period. A more detailed analysis revealed average monthly fall-off effects of 0.36%. The size of fall-off effects was higher for non-severe and positive incidents than for severe incidents. This was particularly evident for the symptomatic groups. Non-symptomatic males reported a higheroverall number of life incidents than females. This was partly due to more frequent reporting of severe incidents. The findings of the fall-off study do not support the common belief that the reliability oflife incident report is much worse when the assessment period is extended over a period of several years as compared to the traditional 6-month period.