Search results

To advance the learning of professional practices in teacher education and medical education, this conceptual paper aims to introduce the idea of representational scaffolding for digital simulations in higher education.

This study outlines the ideas of core practices in two important fields of higher education, namely, teacher and medical education. To facilitate future professionals’ learning of relevant practices, using digital simulations for the approximation of practice offers multiple options for selecting and adjusting representations of practice situations. Adjusting the demands of the learning task in simulations by selecting and modifying representations of practice to match relevant learner characteristics can be characterized as representational scaffolding. Building on research on problem-solving and scientific reasoning, this article identifies leverage points for employing representational scaffolding.

The four suggested sets of representational scaffolds that target relevant features of practice situations in simulations are: informational complexity, typicality, required agency and situation dynamics. Representational scaffolds might be implemented in a strategy for approximating practice that involves the media design, sequencing and adaptation of representational scaffolding.

The outlined conceptualization of representational scaffolding can systematize the design and adaptation of digital simulations in higher education and might contribute to the advancement of future professionals’ learning to further engage in professional practices. This conceptual paper offers a necessary foundation and terminology for approaching related future research.

This paper aims to examine the impact of perceived negativity against the ingroup on delinquency in disadvantaged social groups. It is based on assumptions from labeling theory and social identity theory.

The authors hypothesized that negative metastereotypes towards the outgroup “majority society” (i.e. the perception of the outgroup holding negative stereotypes against the ingroup) would enhance delinquent behavior. Based on recent findings from research on self‐esteem and aggression, the authors further hypothesized that self‐esteem would moderate this effect, namely that delinquency‐enhancement would be strongest for individuals high in self‐esteem. The hypotheses were tested in a sample of incarcerated adolescents (n=225) and a sample of educationally disadvantaged adolescents (n=92), respectively.

Negative metastereotypes towards the “majority society” are positively related to delinquent behavior. This effect is particularly strong when disadvantaged individuals' positive self‐regard is high.

This research gives important, new insights on the basis of cross‐sectional, correlative data. Future research should aim to corroborate the findings by use of experimental or longitudinal designs.

The paper shows that the perception of negative stereotypes against one's disadvantaged ingroup in society is a risk factor for delinquent behavior. It furthermore highlights how personality differences in self‐esteem influence this relationship. The research builds a bridge between criminological labeling theory and social‐psychological social identity theory.

In a warehouse setting, where hourly workers performing manual tasks account for more than half of total warehouse expenditure, a lack of employee engagement has been directly linked to company performance. In this article, the authors present a laboratory experiment in which two gamification elements, goal setting and feedback, are implemented in a wearable warehouse management system (WMS) interface to examine their effect on user engagement and performance in an item picking task. Both implicit (neurophysiological) and explicit (self-reported) measures of engagement are used, allowing for a richer understanding of the user's perceived and physiological state.

This experiment uses a within-subject design. Two experimental factors, goals and feedback, are manipulated, leading to three conditions: no gamification condition, self-set goals and feedback and assigned goals and feedback. Twenty-one subjects participated (mean age = 24.2, SD = 2.2).

This article demonstrates that gamification can successfully increase employee engagement, at least in the short-term. The integration of self-set goals and feedback game elements has the greatest potential to generate long-term intrinsic motivation and meaningful engagement, leading to greater employee engagement and performance.

This article explores the underlying effects of gamification through two of the most prominent motivational theories (self-determination theory [SDT] and goal-setting theory) and one of the leading employee engagement models (job demands-resource model [JD-R[ model). This provides a theory-rich interpretation of the data, which allows to uncover the motivational pathways by which gamification affects engagement and performance.