Yes / In a broader context where there are very real barriers to the development and implementation of service support that is father-inclusive, there is compelling evidence that the current support landscape in the UK engages ineffectively with young fathers (Maxwell et al., 2012; Bond, 2019). Young fathers have either been overlooked or excluded by professional support services (Bateson et al., 2017) or subject to a risk-based approach that stereotypically treats them with suspicion and surveillance (Neale and Davies, 2015; Tarrant and Neale, 2023). Established in 2017 as a regional charity in Gateshead, the North East Young Dads and Lads (NEYDL) project has sought to address discernible gaps in existing provision by prioritising and supporting the informational requirements of young men who are either currently fathers or soon to be fathers. This would prepare them to play an active and meaningful role in the lives of their child(ren). As part of an ambitious strategy and programme of support, NEYDL has pioneered DigiDAD, an e-learning parenting platform made by and for young fathers. First created during the COVID-19 pandemic, DigiDAD features pioneering, evidence-informed content designed to support the informational requirements of young fathers. The content comprises of bespoke advice and practical information for young fathers around parenting skills, relationships and support needs which they are likely to need as they navigate their parenting journeys. The purpose of this evaluation is to assess whether DigiDAD, a year from its launch, is meeting its primary objectives, namely that: 1. More young fathers will have the confidence, skills, and opportunities to be a positive presence in their children’s lives. 2. Statutory services recognise and value the role of young fathers. 3. The stigma of being a young father is reduced.

The importance of e-learning has increased rapidly in recent years and most recently because of Covid-19 and the restrictions posted by governments worldwide. In addition, studies have shown that gamification can be used to increase engagement, motivation, and learning outcomes. Thus, gamification elements are now integrated on multiple popular e-learning platforms.In this thesis, the gamified e-learning platform Eprof has been further developed and used by 92 bachelor's students studying the course Professionalism for Engineers at Linköping University. The thesis aimed to understand how to implement a gamified e-learning platform and evaluate it based on student behavior, user experience (UEQ), and technology acceptance (TAM). The result showed that the students accepted Eprof and the user experience was positive in absolute values. However, Eprof's user experience was in line or slightly below average compared to the benchmark. Furthermore, student behavior showed that the ambition level decreased during the measurement period regarding submission time before the deadline and earned points. In conclusion, the implementation of the gamified platform was successful in absolute terms and relative to the currently available alternatives used at Linköping University. However, there is room for improvement regarding gamification, user experience, and functionality. Gamification needs to be more adapted to the context to achieve the potential of gamification. In addition, research over a more extended period needs to be conducted to ensure the validity of the result.

The requirements of modern e-learning techniques change. Aspects such as community interaction, flexibility, pervasive learning and increasing mobility in communication habits become more important. To meet thesechallenges e-learning platforms must provide support on mobile learning. Most approaches try to adopt centralized and static elearning mechanisms to mobile devices. However, often technically it is not possible for all kinds of devices to be connected to a central server. Therefore we introduce an application of a mobile e-learning network which operates totally decentralized with the help of an underlying ad hoc network architecture. Furthermore the concept of ad hoc messaging network (AMNET) is used as basis system architecture for our approach to implement a platform for pervasive mobile elearning.

This report describes a method of incorporating decision analysis principles to enhance a simulation being created by The University of Texas at Austin’s Institute for Advanced Technology (IAT). The simulation is called Virtual Simulation Learning Platform (VSLP) and the scenario created to test the platform is called Virtual Platoon Leader (VPL). Recommendations include a method of implementing value-focused decision making, the implementation of decision tools to build a scenario within the simulation, a dialogue process between the developer and the subject matter expert, a design for the implementation of graphical user interfaces for the decision tools used to build a scenario and a user scoring methodology. / text

Die Thematisierung der Potenziale und Risiken von internetbasierten Technologien und Inhalten im schulischen Bereich ist von enormer Wichtigkeit. Gut ausgebildete Lehrerinnen und Lehrer können ihren Schülern die gewinnbringenden Möglichkeiten näher bringen, ohne die Gefahren außer Acht zu lassen. Leider sind Lehrkräfte die auf diesem Gebiet Kenntnisse besitzen immer noch in der Minderheit. Ihre Kenntnisse haben die meisten privat erlangt, d.h. ohne direkten Bezug auf einen didaktischen Mehrwert für den Unterricht.

With the increasing number of people studying online, self-aid learning platforms which help customers（users）study by themselves are more and more prevalent in China. Self-aid online learning is a relatively innovative field which has not been widely and thoroughly researched. This paper used Shanbay which is one of the largest self-aid English learning platforms in China as an example to investigate what and how factors influence customer satisfaction leading to their (re)purchase intention. Based on the previous models and empirical studies of some related fields, this paper outlined a new framework and generated eight propositions to explore these two research questions. Both free users and premium users of Shanbay were interviewed to gather the research material, and the data got from the interview were analyzed to develop the propositions. This paper found that positive service experience can facilitate customer satisfaction from their perceived utilitarian value and hedonic value. Among the proposed five factors influencing the two values, perceived usefulness was considered as the most important factor while perceived playfulness was the least one. What’ more, the relationship between customer satisfaction and (re)purchase intention was suggested to be positive in this paper.

Der Beitrag geht der Fragestellung nach, welche Gamedesign-Elemente sich als attraktive und strategisch sinnvolle Ergänzung für die sächsische Lernplattform OPAL identifizieren lassen und wie mithilfe solcher Elemente die Motivation zur OPAL-Nutzung und im Zuge dessen auch zum Studium gesteigert werden kann.

Der Beitrag geht der Fragestellung nach, welche Gamedesign-Elemente sich als attraktive und strategisch sinnvolle Ergänzung für die sächsische Lernplattform OPAL identifizieren lassen und wie mithilfe solcher Elemente die Motivation zur OPAL-Nutzung und im Zuge dessen auch zum Studium gesteigert werden kann.

Despite school leaders' attempts to implement technology designed to provide resources for parent and student use at home, many parents of at-risk children are reluctant to use the learning platforms. The purpose of this phenomenological study was to describe the meaning of human experiences as they related to parents' reluctance to using learning management systems (LMSs). Elements from Rogers's innovation diffusion theory, Davis's technology acceptance model, and Epstein's parent involvement model were combined for the study's conceptual framework. The research questions addressed the challenges parents encounter with learning platforms; parents' experiences with teachers and schools with regard to training, orientation, and using learning platforms; and parents' feelings about establishing a learning institute to support their LMS use. Six parent participants from a small suburban school district in Southeastern United States who self-disclosed that they used LMS less than 3 times per week and had a child that scored at the beginning level of the mandatory state test were purposefully selected for this study. Data were collected through semistructured interviews and analyzed via Moustakas's modified van Kaam method, which uncovered 4 major themes. The findings indicated that parents avoided using LMSs for several reasons, which included parents' lack of knowledge regarding accessing and using LMSs, ineffective orientation practices, lack of technical support, and lack of support for training. This research contributes to the existing body of literature and advances social change by illuminating parents' challenges with implemented technology. School leaders may use the findings to devise strategic plans to facilitate training programs for parents.

Although its applications have spread beyond computer science field, the process of machine learning still has some challenges for both expert and novice users. Machine learning platform aims to automate and accelerate the delivery cycle of using machine learning techniques. The objective of this degree project is to generate a user-centred design for an input interface of a machine-learning platform. To answer the research question, there are three methods conducted sequentially: 1) interviews; 2) prototyping; and 3) design evaluation. From the initial interview, we concluded users’ problems and expectations into 11 initial design requirements that should be incorporated into our future platform. The prototype testing focused on checking and improving the functionalities, rather than the visual appearance of the product. Finally, in the design evaluation method, the research delivered design recommendations consisting of five implications: 1) start with a clear definition of the specific machine learning goal; 2) present states of machine learning with a straight-forward flow that promotes learning-opportunity; 3) enable two-way transitions between all states; 4) accommodate different users’ goals with multiple scenarios; and 5) provide expert users with more control to customize the models. / Trots att dess tillämpningar har spridit sig utöver datavetenskapliga fält, behöver utvecklingen av framgångsrik användning av maskininlärning fortfarande anspråkiga komplexa metoder. Maskininlärningsplattform syftar till att automatisera och påskynda leveranscykeln för att använda maskininlärningstekniker. Syftet med detta examensarbete är att generera en användarcentrerad design för ett ingångsgränssnitt för en maskininlärningsplattform. För att besvara forskningsfrågan finns det tre metoder som genomförs i följd: 1) intervjuer; 2) prototypning; och 3) designutvärdering. Från den första intervjun avslutade vi användarnas problem och förväntningar i 11 ursprungliga designkrav som bör integreras av vår framtida plattform. Prototyptesten fokuserade på att kontrollera och förbättra funktionaliteterna snarare än det visuella utseendet på produkten. Avslutningsvis, i designbedömningsmetoden, levererade forskningen designrekommendationer bestående av fem implikationer: 1) börja med en tydlig definition av maskininlärningsmålet; 2) nuvarande stater med ett rakt framåtflöde som främjar inlärningsmöjligheter; 3) möjliggöra tvåvägsövergångar mellan tillstånd; 4) Rymma olika användares mål med flera scenarier; och 5) ge experter användare mer kontroll.