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W. Andrews</a>, <a href="https://publications.waset.org/abstracts/search?q=James%20B.%20Hale"> James B. Hale</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Effective practicing psychologists require ongoing skill development that is constructivist and recursive in nature, with mentor, colleague, co-worker, and patient feedback critical to successful acquisition and maintenance of professional competencies. This paper will provide an overview of the nature and scope of psychologist skill development through multisource feedback (MSF) or 360 degree evaluation, present a rationale for its use for assessing practicing psychologist performance, and advocate its use in psychology given the demonstrated model utility in other health professions. The paper will conclude that an international research design is needed to assess the feasibility, reliability, and validity of MSF system ratings intended to solicit feedback from mentors, colleagues, coworkers, and patients about psychologist competencies. If adopted, the MSF model could lead to enhanced skill development that fosters patient satisfaction within and across countries. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=psychologist" title="psychologist">psychologist</a>, <a href="https://publications.waset.org/abstracts/search?q=multisource%20feedback" title=" multisource feedback"> multisource feedback</a>, <a href="https://publications.waset.org/abstracts/search?q=psychologist%20competency" title=" psychologist competency"> psychologist competency</a>, <a href="https://publications.waset.org/abstracts/search?q=professionalism" title=" professionalism"> professionalism</a> </p> <a href="https://publications.waset.org/abstracts/4315/evaluating-psychologist-practice-competencies-through-multisource-feedback-an-international-research-design" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/4315.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">451</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4513</span> Feedback in the Language Class: An Action Research Process</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Arash%20Golzari%20Koloor">Arash Golzari Koloor</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Feedback seems to be an inseparable part of teaching a second/foreign language. One type of feedback is corrective feedback which is one type of error treatment in second language classrooms. This study is a report on the types of corrective feedback employed in an IELTS preparation course. The types of feedback, their frequencies, and their effectiveness are enlisted, enumerated, and interpreted. The results showed that explicit correction and recast were the most frequent types of feedback while repetition and elicitation were the least. The results also revealed that metalinguistic feedback, elicitation, and explicit correction were the most effective types of feedback and affected learners performance greatly. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=classroom%20interaction" title="classroom interaction">classroom interaction</a>, <a href="https://publications.waset.org/abstracts/search?q=corrective%20feedback" title=" corrective feedback"> corrective feedback</a>, <a href="https://publications.waset.org/abstracts/search?q=error%20treatment" title=" error treatment"> error treatment</a>, <a href="https://publications.waset.org/abstracts/search?q=oral%20performance" title=" oral performance"> oral performance</a> </p> <a href="https://publications.waset.org/abstracts/63657/feedback-in-the-language-class-an-action-research-process" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/63657.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">336</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4512</span> The Differential Role of Written Corrective Feedback in L2 Students’ Noticing and Its Impact on Writing Scores</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Khaled%20ElEbyary">Khaled ElEbyary</a>, <a href="https://publications.waset.org/abstracts/search?q=Ramy%20Shabara"> Ramy Shabara</a> </p> <p class="card-text"><strong>Abstract:</strong></p> L2 research has generally acknowledged the role of noticing in language learning. The role of teacher feedback is to trigger learners’ noticing of errors and direct the writing process. Recently L2 learners are seemingly using computerized applications which provide corrective feedback (CF) at different stages of writing (i.e., during and after writing). This study aimed principally to answer the question, “Is noticing likely to be maximized when feedback on erroneous output is electronically provided either during or after the composing stage, or does teacher annotated feedback have a stronger effect?”. Seventy-five participants were randomly distributed into four groups representing four conditions. These include receiving automated feedback at the composing stage, automated feedback after writing, teacher feedback, and no feedback. Findings demonstrate the impact of CF on writing and the intensity of noticing certain language areas at different writing stages and from different feedback sources. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=written%20corrective%20feedback" title="written corrective feedback">written corrective feedback</a>, <a href="https://publications.waset.org/abstracts/search?q=error%20correction" title=" error correction"> error correction</a>, <a href="https://publications.waset.org/abstracts/search?q=noticing" title=" noticing"> noticing</a>, <a href="https://publications.waset.org/abstracts/search?q=automated%20written%20corrective%20feedback" title=" automated written corrective feedback"> automated written corrective feedback</a>, <a href="https://publications.waset.org/abstracts/search?q=L2%20acquisition" title=" L2 acquisition"> L2 acquisition</a> </p> <a href="https://publications.waset.org/abstracts/166316/the-differential-role-of-written-corrective-feedback-in-l2-students-noticing-and-its-impact-on-writing-scores" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/166316.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">118</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4511</span> Students’ Perceptions of Formative Assessment Feedback: A Case Study for Undergraduate Students in Bahrain</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Hasan%20Husain%20Ali%20Abdulnabi">Hasan Husain Ali Abdulnabi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Formative assessment feedback is increasingly practiced in higher education. Instructors allocate great time and effort to provide assessment feedback. However, educators are not sure about students’ perceptions, understanding and respond to the feedback given, as very limited research have been done about what students do with feedback and whether if they understand it. This study aims to explore students’ conceptions and perceptions of formative assessment feedback through questionnaire and focus group interviews. One hundred eighty undergraduate students doing different courses filled the questionnaire, and ten focus group discussions were conducted. Basic descriptive and content analyses were used to analyze students’ responses to the questionnaire, while grounded theory with open coding was used to analyze the focus group interviews. The study revealed that most students believe assessment feedback is helpful to improve their academic performance, and they take time to read, think and discuss their feedback. Also, the study shows most students understand the feedback given. However, students expressed that most of the written feedback given are too general, and they prefer individual oral feedback as it can lead to better understanding on how what and where to improve. The study concluded that students believe formative assessment feedback is valuable, students have reasonable understanding and respond to the feedback provided. However, this practice could be improved by requesting lecturers to make more specific feedback and communicate with students on the way of interpreting and using assessment feedback as a part of the learning and teaching process. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=assessment" title="assessment">assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=feedback" title=" feedback"> feedback</a>, <a href="https://publications.waset.org/abstracts/search?q=formative" title=" formative"> formative</a>, <a href="https://publications.waset.org/abstracts/search?q=undergraduate" title=" undergraduate"> undergraduate</a>, <a href="https://publications.waset.org/abstracts/search?q=higher%20education" title=" higher education"> higher education</a> </p> <a href="https://publications.waset.org/abstracts/164926/students-perceptions-of-formative-assessment-feedback-a-case-study-for-undergraduate-students-in-bahrain" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/164926.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">94</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4510</span> Research Progress on Patient Perception Assessment Tools for Patient Safety</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yirui%20Wang">Yirui Wang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In the past few decades, patient safety has been the focus of much attention in the global medical and health field. As medical standards continue to improve and develop, the demand for patient safety is also growing. As one of the important dimensions in assessing patient safety, the Patient Perception Patient Safety Assessment Tool provides unique and valuable information from the patient's own perspective and plays an important role in promoting patient safety. This article aims to summarize and analyze the assessment content, assessment methods and applications of currently commonly used patient-perceived patient safety assessment tools at home and abroad, with a view to providing a reference for medical staff to select appropriate patient-perceived patient safety assessment tools. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=patients" title="patients">patients</a>, <a href="https://publications.waset.org/abstracts/search?q=patient%20safety" title=" patient safety"> patient safety</a>, <a href="https://publications.waset.org/abstracts/search?q=perception" title=" perception"> perception</a>, <a href="https://publications.waset.org/abstracts/search?q=assessment%20tools" title=" assessment tools"> assessment tools</a>, <a href="https://publications.waset.org/abstracts/search?q=review" title=" review"> review</a> </p> <a href="https://publications.waset.org/abstracts/178079/research-progress-on-patient-perception-assessment-tools-for-patient-safety" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/178079.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">97</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4509</span> Simulation-Based Learning in the Exercise Science Curriculum: Peer Role Play vs Professional Simulated Patient</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nathan%20Reeves">Nathan Reeves</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Aim: The aim of this study was to evaluate if there was an impact on student learning when peer role play was substituted for a professional actor in the role of simulated patient in a simulation-based scenario. Method: Third-year exercise science students enrolled in a field project course in 2015 (n=24), and 2016 (n=20) participated in a simulation-based case scenario designed to develop their client-centred exercise prescription skills. During the simulation, students were provided with feedback from the simulated patients. In 2015, three professional actors played the part of the simulated patient, and in 2016 one of the simulated patients was a student from another exercise science cohort (peer role play). The student learning experience, consistency in case fidelity and feedback provided by the simulated patients was evaluated using a 5-point Likert scale survey and collecting phenomenological data. Results: Improvements to student pre and post confidence remained constant between the 2015 and 2016 cohorts (1.04 and 0.85). The perceived usefulness and enjoyability also remained high across the two cohorts (4.96 and 4.71). The feedback provided by all three simulated patients in 2016 was seen to strongly support student learning experience (4.82), and was of a consistent level (4.47). Significance of the findings to allied health: Simulation-based education is rapidly expanding in the curricula across the allied health professions. The simulated patient methodology continues to receive support as a pedagogy to develop a range of clinical skills including communication, engagement and client-centeredness. Upskilling students to peer role play can be a reasonable alternative to engaging paid actors. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=exercise%20science" title="exercise science">exercise science</a>, <a href="https://publications.waset.org/abstracts/search?q=simulation-based%20learning" title=" simulation-based learning"> simulation-based learning</a>, <a href="https://publications.waset.org/abstracts/search?q=simulated%20patient" title=" simulated patient"> simulated patient</a>, <a href="https://publications.waset.org/abstracts/search?q=peer%20role%20play" title=" peer role play"> peer role play</a> </p> <a href="https://publications.waset.org/abstracts/61436/simulation-based-learning-in-the-exercise-science-curriculum-peer-role-play-vs-professional-simulated-patient" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/61436.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">299</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4508</span> Pre-Service EFL Teachers' Perceptions of Written Corrective Feedback in a Wiki-Based Environment</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Mabel%20Ortiz">Mabel Ortiz</a>, <a href="https://publications.waset.org/abstracts/search?q=Claudio%20D%C3%ADaz"> Claudio Díaz</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper explores Chilean pre-service teachers' perceptions about the provision of corrective feedback in a wiki environment during the collaborative writing of an argumentative essay. After conducting a semi-structured interview on 22 participants, the data were processed through the content analysis technique. The results show that students have positive perceptions about corrective feedback, provided through a wiki virtual environment, which in turn facilitates feedback provision and impacts language learning effectively. Some of the positive perceptions about virtual feedback refer to permanent access, efficiency, simultaneous revision and immediacy. It would then be advisable to integrate wiki-based feedback as a methodology for the language classroom and collaborative writing tasks. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=argumentative%20essay" title="argumentative essay">argumentative essay</a>, <a href="https://publications.waset.org/abstracts/search?q=focused%20corrective%20feedback" title=" focused corrective feedback"> focused corrective feedback</a>, <a href="https://publications.waset.org/abstracts/search?q=perception" title=" perception"> perception</a>, <a href="https://publications.waset.org/abstracts/search?q=wiki%20environment" title=" wiki environment"> wiki environment</a> </p> <a href="https://publications.waset.org/abstracts/59910/pre-service-efl-teachers-perceptions-of-written-corrective-feedback-in-a-wiki-based-environment" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/59910.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">298</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4507</span> Patient Reported Experience of in-Patient Orthognathic Care in an NHS Hospital, in Comparison to a Private Hospital</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=R.%20Litt">R. Litt</a>, <a href="https://publications.waset.org/abstracts/search?q=A.%20Kana"> A. Kana</a>, <a href="https://publications.waset.org/abstracts/search?q=K.%20House"> K. House</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The primary aim of this patient-related experience questionnaire was to gain a better understanding of our patients' experience as inpatients when they undergo orthognathic surgery. The secondary aim of this study was to identify ways in which we can improve the orthognathic inpatient experience and to share this with other units. All patients who received orthognathic surgery at an NHS hospital - Bristol Royal Infirmary, England, over the course of 6 months were asked to complete a questionnaire regarding their care. This data was then analysed and compared to the same questionnaire given to patients treated in a private hospital where orthognathic surgery was completed. All treatment was completed by the same surgeon. The design of the questions took into account NICE (National Institute for Health and Care Excellence) guidance on improving the experience of patient care. Particularly taking into account patients' essential requirements of care, for example, assessing and managing pain, ensuring adequate and appropriate nutrition, and ensuring the patients' personal needs are regularly reviewed and addressed. Overall the patient-related experience after orthognathic surgery was comparable in both the NHS and private hospitals. However, the questionnaire highlighted aspects of inpatient care after orthognathic surgery that can easily be improved in order to provide our patients with the best possible care. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=orthognathic%20surgery" title="orthognathic surgery">orthognathic surgery</a>, <a href="https://publications.waset.org/abstracts/search?q=patient%20feedback" title=" patient feedback"> patient feedback</a>, <a href="https://publications.waset.org/abstracts/search?q=jaw%20surgery" title=" jaw surgery"> jaw surgery</a>, <a href="https://publications.waset.org/abstracts/search?q=inpatient%20experience" title=" inpatient experience"> inpatient experience</a> </p> <a href="https://publications.waset.org/abstracts/130924/patient-reported-experience-of-in-patient-orthognathic-care-in-an-nhs-hospital-in-comparison-to-a-private-hospital" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/130924.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">154</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4506</span> Learners' Perceptions about Teacher Written Feedback in the School of Foreign Languages, Anadolu University</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Gaye%20Senbag">Gaye Senbag</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In English language teaching, feedback is considered as one of the main components of writing instruction. Teachers put a lot of time and effort in order to provide learners with written feedback for effective language learning. At Anadolu University School of Foreign Languages (AUSFL) students are given written feedback for their each piece of writing through online platforms such as Edmodo and Turnitin, and traditional methods. However, little is known regarding how learners value and respond to teacher-provided feedback. As the perceptions of the students remarkably affect their learning, this study examines how they perceive the effectiveness of feedback provided by the teacher. Aiming to analyse it, 30 intermediate level (B1+ CEFR level) students were given a questionnaire, which includes Likert scale questions. The results will be discussed in detail. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=feedback" title="feedback">feedback</a>, <a href="https://publications.waset.org/abstracts/search?q=perceptions" title=" perceptions"> perceptions</a>, <a href="https://publications.waset.org/abstracts/search?q=writing" title=" writing"> writing</a>, <a href="https://publications.waset.org/abstracts/search?q=English%20Language%20Teaching%20%28ELT%29" title=" English Language Teaching (ELT)"> English Language Teaching (ELT)</a> </p> <a href="https://publications.waset.org/abstracts/70996/learners-perceptions-about-teacher-written-feedback-in-the-school-of-foreign-languages-anadolu-university" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/70996.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">250</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4505</span> Exploring the Impact of Feedback on English as a Foreign Language Speaking Proficiency</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Santri%20Emilin%20Pingsaboi%20Djahimo">Santri Emilin Pingsaboi Djahimo</a>, <a href="https://publications.waset.org/abstracts/search?q=Ikhfi%20Imaniah"> Ikhfi Imaniah</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Helping students recognize both their strengths and weaknesses is a beneficial strategy for teachers to be implemented in the classroom, and feedback has been acknowledged as an effective tool to achieve this goal. It will allow teachers to assess the students’ progress, provide targeted support for them, and adjust both teaching and learning strategies. This research has investigated the importance of feedback in English as a Foreign Language (EFL) speaking class in East Nusa Tenggara Province, Indonesia. Through a qualitative study, it has shed light on the crucial roles of feedback in the process of English Language Teaching (ELT), especially, in the context of developing oral communication or speaking skills. Additionally, it has also examined students’ responses to feedback from their teacher by grouping them based on their semester, scores (GPA), and gender. This study, which seeks to provide insights into how feedback practices can be optimized to maximize learning outcomes in the English-speaking classroom, has revealed that these groups of students have different level of needs for feedback, yet all prefer constructive feedback. Looking at the results, it is highly expected that this study can contribute to a deeper understanding of the correlation between feedback and English language learning outcomes, particularly, in terms of speaking proficiency. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=feedback" title="feedback">feedback</a>, <a href="https://publications.waset.org/abstracts/search?q=English%20as%20a%20foreign%20language" title=" English as a foreign language"> English as a foreign language</a>, <a href="https://publications.waset.org/abstracts/search?q=speaking%20class" title=" speaking class"> speaking class</a>, <a href="https://publications.waset.org/abstracts/search?q=English%20language%20teaching" title=" English language teaching"> English language teaching</a> </p> <a href="https://publications.waset.org/abstracts/190807/exploring-the-impact-of-feedback-on-english-as-a-foreign-language-speaking-proficiency" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/190807.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">31</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4504</span> Improving the Weekend Handover in General Surgery: A Quality Improvement Project</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Michael%20Ward">Michael Ward</a>, <a href="https://publications.waset.org/abstracts/search?q=Eliana%20Kalakouti"> Eliana Kalakouti</a>, <a href="https://publications.waset.org/abstracts/search?q=Andrew%20Alabi"> Andrew Alabi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Aim: The handover process is recognized as a vulnerable step in the patient care pathway where errors are likely to occur. As such, it is a major preventable cause of patient harm due to human factors of poor communication and systematic error. The aim of this study was to audit the general surgery department’s weekend handover process compared to the recommended criteria for safe handover as set out by the Royal College of Surgeons (RCS). Method: A retrospective audit of the General Surgery department’s Friday patient lists and patient medical notes used for weekend handover in a London-based District General Hospital (DGH). Medical notes were analyzed against RCS's suggested criteria for handover. A standardized paper weekend handover proforma was then developed in accordance with guidelines and circulated in the department. A post-intervention audit was then conducted using the same methods for cycle 1. For cycle 2, we introduced an electronic weekend handover tool along with Electronic Patient Records (EPR). After a one-month period, a second post-intervention audit was conducted. Results: Following cycle 1, the paper weekend handover proforma was only used in 23% of patient notes. However, when it was used, 100% of them had a plan for the weekend, diagnosis and location but only 40% documented potential discharge status and 40% ceiling of care status. Qualitative feedback was that it was time-consuming to fill out. Better results were achieved following cycle 2, with 100% of patient notes having the electronic proforma. Results improved with every patient having documented ceiling of care, discharge status and location. Only 55% of patients had a past surgical history; however, this was still an increase when compared to paper proforma (45%). When comparing electronic versus paper proforma, there was an increase in documentation in every domain of the handover outlined by RCS with an average relative increase of 1.72 times (p<0.05). Qualitative feedback was that the autofill function made it easy to use and simple to view. Conclusion: These results demonstrate that the implementation of an electronic autofill handover proforma significantly improved handover compliance with RCS guidelines, thereby improving the transmission of information from week-day to weekend teams. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=surgery" title="surgery">surgery</a>, <a href="https://publications.waset.org/abstracts/search?q=handover" title=" handover"> handover</a>, <a href="https://publications.waset.org/abstracts/search?q=proforma" title=" proforma"> proforma</a>, <a href="https://publications.waset.org/abstracts/search?q=electronic%20handover" title=" electronic handover"> electronic handover</a>, <a href="https://publications.waset.org/abstracts/search?q=weekend" title=" weekend"> weekend</a>, <a href="https://publications.waset.org/abstracts/search?q=general%20surgery" title=" general surgery"> general surgery</a> </p> <a href="https://publications.waset.org/abstracts/146972/improving-the-weekend-handover-in-general-surgery-a-quality-improvement-project" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/146972.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">162</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4503</span> Corrective Feedback and Uptake Patterns in English Speaking Lessons at Hanoi Law University</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Nhac%20Thanh%20Huong">Nhac Thanh Huong</a> </p> <p class="card-text"><strong>Abstract:</strong></p> New teaching methods have led to the changes in the teachers’ roles in an English class, in which teachers’ error correction is an integral part. Language error and corrective feedback have been the interest of many researchers in foreign language teaching. However, the techniques and the effectiveness of teachers’ feedback have been a question of much controversy. This present case study has been carried out with a view to finding out the patterns of teachers’ corrective feedback and their impact on students’ uptake in English speaking lessons of legal English major students at Hanoi Law University. In order to achieve those aims, the study makes use of classroom observations as the main method of data collection to seeks answers to the two following questions: 1. What patterns of corrective feedback occur in English speaking lessons for second- year legal English major students in Hanoi Law University?; 2. To what extent does that corrective feedback lead to students’ uptake? The study provided some important findings, among which was a close relationship between corrective feedback and uptake. In particular, recast was the most commonly used feedback type, yet it was the least effective in terms of students’ uptake and repair, while the most successful feedback, namely meta-linguistic feedback, clarification requests and elicitation, which led to students’ generated repair, was used at a much lower rate by teachers. Furthermore, it revealed that different types of errors needed different types of feedback. Also, the use of feedback depended on the students’ English proficiency level. In the light of findings, a number of pedagogical implications have been drawn in the hope of enhancing the effectiveness of teachers’ corrective feedback to students’ uptake in foreign language acquisition process. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=corrective%20feedback" title="corrective feedback">corrective feedback</a>, <a href="https://publications.waset.org/abstracts/search?q=error" title=" error"> error</a>, <a href="https://publications.waset.org/abstracts/search?q=uptake" title=" uptake"> uptake</a>, <a href="https://publications.waset.org/abstracts/search?q=speaking%20English%20lesson" title=" speaking English lesson"> speaking English lesson</a> </p> <a href="https://publications.waset.org/abstracts/95225/corrective-feedback-and-uptake-patterns-in-english-speaking-lessons-at-hanoi-law-university" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/95225.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">266</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4502</span> Screen Casting Instead of Illegible Scribbles: Making a Mini Movie for Feedback on Students’ Scholarly Papers</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kerri%20Alderson">Kerri Alderson</a> </p> <p class="card-text"><strong>Abstract:</strong></p> There is pervasive awareness by post secondary faculty that written feedback on course assignments is inconsistently reviewed by students. In order to support student success and growth, a novel method of providing feedback was sought, and screen casting - short, narrated “movies” of audio visual instructor feedback on students’ scholarly papers - was provided as an alternative to traditional means. An overview of the teaching and learning experience as well as the user-friendly software utilized will be presented. This study covers an overview of this more direct, student-centered medium for providing feedback using technology familiar to post secondary students. Reminiscent of direct personal contact, the personalized video feedback is positively evaluated by students as a formative medium for student growth in scholarly writing. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=education" title="education">education</a>, <a href="https://publications.waset.org/abstracts/search?q=pedagogy" title=" pedagogy"> pedagogy</a>, <a href="https://publications.waset.org/abstracts/search?q=screen%20casting" title=" screen casting"> screen casting</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20feedback" title=" student feedback"> student feedback</a>, <a href="https://publications.waset.org/abstracts/search?q=teaching%20and%20learning" title=" teaching and learning"> teaching and learning</a> </p> <a href="https://publications.waset.org/abstracts/120577/screen-casting-instead-of-illegible-scribbles-making-a-mini-movie-for-feedback-on-students-scholarly-papers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/120577.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">122</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4501</span> The Effect of Written Corrective Feedback on the Accurate Use of Grammatical Forms by Japanese Low-Intermediate EFL Learners </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ayako%20Hasegawa">Ayako Hasegawa</a>, <a href="https://publications.waset.org/abstracts/search?q=Ken%20Ubukata"> Ken Ubukata</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this study is to investigate whether corrective feedback has any significant effect on Japanese low-intermediate EFL learners’ performance on a specific set of linguistic features. The subjects are Japanese college students majoring in English. They have studied English for about 7 years, but their inter-language seems to fossilize because non-target like errors is frequently observed in traditional deductive teacher-fronted approach. It has been reported that corrective feedback plays an important role in diminishing or overcoming inter-language fossilization and achieving TL competency. Therefore, it was examined how the corrective feedback (the focus of this study was metalinguistic feedback) and self-correction raised the students’ awareness and helped them notice the gaps between their inter-language and the TL. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=written%20corrective%20feedback" title="written corrective feedback">written corrective feedback</a>, <a href="https://publications.waset.org/abstracts/search?q=fossilized%20error" title=" fossilized error"> fossilized error</a>, <a href="https://publications.waset.org/abstracts/search?q=grammar%20teaching" title=" grammar teaching"> grammar teaching</a>, <a href="https://publications.waset.org/abstracts/search?q=language%20teaching" title=" language teaching"> language teaching</a> </p> <a href="https://publications.waset.org/abstracts/2614/the-effect-of-written-corrective-feedback-on-the-accurate-use-of-grammatical-forms-by-japanese-low-intermediate-efl-learners" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/2614.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">366</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4500</span> Modeling a Feedback Concept in a Spherical Thundercloud Cell</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Zemlianskaya%20Daria">Zemlianskaya Daria</a>, <a href="https://publications.waset.org/abstracts/search?q=Egor%20Stadnichuk"> Egor Stadnichuk</a>, <a href="https://publications.waset.org/abstracts/search?q=Ekaterina%20Svechnikova"> Ekaterina Svechnikova</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Relativistic runaway electron avalanches (RREAs) are generally accepted as a source of thunderstorms gamma-ray radiation. Avalanches' dynamics in the electric fields can lead to their multiplication via gamma-rays and positrons, which is called relativistic feedback. This report shows that a non-uniform electric field geometry leads to the new RREAs multiplication mechanism - “geometric feedback”, which occurs due to the exchange of high-energy particles between different accelerating regions within a thundercloud. This report will present the results of the simulation in GEANT4 of feedback in a spherical cell. Necessary conditions for the occurrence of geometric feedback were obtained from it. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=electric%20field" title="electric field">electric field</a>, <a href="https://publications.waset.org/abstracts/search?q=GEANT4" title=" GEANT4"> GEANT4</a>, <a href="https://publications.waset.org/abstracts/search?q=gamma-rays" title=" gamma-rays"> gamma-rays</a>, <a href="https://publications.waset.org/abstracts/search?q=relativistic%20runaway%20electron%20avalanches%20%28RREAs%29" title=" relativistic runaway electron avalanches (RREAs)"> relativistic runaway electron avalanches (RREAs)</a>, <a href="https://publications.waset.org/abstracts/search?q=relativistic%20feedback" title=" relativistic feedback"> relativistic feedback</a>, <a href="https://publications.waset.org/abstracts/search?q=the%20thundercloud" title=" the thundercloud"> the thundercloud</a> </p> <a href="https://publications.waset.org/abstracts/142367/modeling-a-feedback-concept-in-a-spherical-thundercloud-cell" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/142367.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">181</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4499</span> Investigating Chinese Students' Perceptions of and Responses to Teacher Feedback: Multiple Case Studies in a UK University</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Fangfei%20Li">Fangfei Li</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Studies on teacher feedback have produced a wide range of findings in aspects of characteristics of good feedback, factors influencing the quality of feedback and teachers’ perspectives on teacher feedback. However, perspectives from students on how they perceive and respond to teacher feedback are still under scrutiny. Especially for Chinese overseas students who come from a feedback-sparse educational context in China, they might have different experiences when engaging with teacher feedback in the UK Higher Education. Therefore, the research aims to investigate and shed some new light on how Chinese students engage with teacher feedback in the UK higher education and how teacher feedback could enhance their learning. Research questions of this study are 1) What are Chinese overseas students’ perceptions of teacher feedback in courses of the UK higher education? 2) How do they respond to the teacher feedback they obtained? 3) What factors might influence their’ engagement with teacher feedback? Qualitative case studies of five Chinese postgraduate students in a UK university have been conducted by employing various types of interviews, such as background interviews, scenario-based interviews, stimulated recall interviews and retrospective interviews to address the research inquiries. Data collection lasted seven months, covering two phases – the pre-sessional language programme and the first semester of the Master’s degree programme. Research findings until now indicate that some factors, such as tutors’ handwriting, implicit instruction and value comments, influence students understanding and internalizing tutor feedback. Except for difficulties in understanding tutor feedback, students’ responses to tutor feedback are also influenced by quantity and quality of tutor-student communication, time constraints and trust to tutor feedback, etc. Findings also reveal that tutor feedback is able to improve students’ learning in aspects of promoting reflection on professional knowledge, promoting students’ communication with peers and tutors, increasing problem awareness and writing with the reader in mind. This paper will mainly introduce the research topic, the methodological procedure and research findings gained until now. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chinese%20students" title="Chinese students">Chinese students</a>, <a href="https://publications.waset.org/abstracts/search?q=students%E2%80%99%20perceptions" title=" students’ perceptions"> students’ perceptions</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20feedback" title=" teacher feedback"> teacher feedback</a>, <a href="https://publications.waset.org/abstracts/search?q=the%20UK%20higher%20education" title=" the UK higher education"> the UK higher education</a> </p> <a href="https://publications.waset.org/abstracts/70113/investigating-chinese-students-perceptions-of-and-responses-to-teacher-feedback-multiple-case-studies-in-a-uk-university" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/70113.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">274</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4498</span> Effects of Recognition of Customer Feedback on Relationships between Emotional Labor and Job Satisfaction: Focusing On Call Centers That Offer Professional Services</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Kiyoko%20Yoshimura">Kiyoko Yoshimura</a>, <a href="https://publications.waset.org/abstracts/search?q=Yasunobu%20Kino"> Yasunobu Kino</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Focusing on professional call centers where workers with expertise perform services, this study aims to clarify the relationships between emotional labor and job satisfaction and the effects of recognition of customer feedback. Since the professional call center operators consist of professional license holders (qualification holders) and those who do not (non-holders), the following three points are analyzed in the two groups by using covariance structure analysis and simultaneous multi-population analysis: 1) The relationship between emotional labor and job satisfaction, 2) customer feedback and job satisfaction, and 3) The intermediation effect between the emotional labor of customer feedback and job satisfaction. The following results are obtained: i) no direct effect is found between job satisfaction and emotional labor for qualification holders and non-holders, ii) for qualification holders and non-holders, recognition of positive feedback and recognition of negative feedback had positive and negative effects on job satisfaction, respectively, iii) for qualification and non-holders, "consideration for colleagues" influences job satisfaction by recognizing positive feedback, and iv) only for qualification holders, the factors "customer-oriented emotional expression" and "emotional disharmony" have a positive and negative effect on job satisfaction, respectively, through recognition of positive feedback and recognition of negative feedback. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=call%20center" title="call center">call center</a>, <a href="https://publications.waset.org/abstracts/search?q=emotional%20labor" title=" emotional labor"> emotional labor</a>, <a href="https://publications.waset.org/abstracts/search?q=professional%20service" title=" professional service"> professional service</a>, <a href="https://publications.waset.org/abstracts/search?q=job%20satisfaction" title=" job satisfaction"> job satisfaction</a>, <a href="https://publications.waset.org/abstracts/search?q=customer%20feedback" title=" customer feedback"> customer feedback</a> </p> <a href="https://publications.waset.org/abstracts/171223/effects-of-recognition-of-customer-feedback-on-relationships-between-emotional-labor-and-job-satisfaction-focusing-on-call-centers-that-offer-professional-services" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/171223.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">123</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4497</span> Investigating Chinese Students' Engagement with Teacher Feedback: Multiple Case Studies in a UK University</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Fangfei%20Li">Fangfei Li</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This research was conducted to explore how Chinese overseas students, who rarely received teacher feedback during their undergraduate studies in China, engaged in a different feedback provision context in the UK universities. In particular, this research provides some insights into Chinese students’ perspectives on how they made sense of the teacher feedback they obtained and how they took it on board in their assignments. Research questions in this study are 1) What are Chinese overseas students’ perceptions of teacher feedback on courses in UK higher education? 2) How do they respond to the teacher feedback they obtained? 3) What factors might influence their engagement with teacher feedback? Multiple case studies of five Chinese overseas students in a UK university have been carried out to address the research questions. The main data collection instruments are various types of semi-structured interviews, consisting of background interviews, scenario-based activities, stimulated recall sessions and retrospective interviews. Research findings indicate that student engagement with teacher feedback is a complex learning process incorporating several stages: from initial teacher input to ultimate transformational learning. Apart from students interpreting teachers’ comments/suggestions by themselves, students’ understandings of and responses to teacher feedback could also be influenced by pre-submission guidance, peer discussion, use of exemplars and post-submission discussion with teachers. These are key factors influencing students to make use of teacher feedback. Findings also reveal that the level of students’ reflections on tutor feedback influences the quality of their assignments and even their future learning. To sum up, this paper will discuss the current concepts of teacher feedback in existing studies and research findings of this study from which reconceptualization of teacher feedback has occurred. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chinese%20students" title="Chinese students">Chinese students</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20engagement" title=" student engagement"> student engagement</a>, <a href="https://publications.waset.org/abstracts/search?q=teacher%20feedback" title=" teacher feedback"> teacher feedback</a>, <a href="https://publications.waset.org/abstracts/search?q=the%20UK%20higher%20education" title=" the UK higher education"> the UK higher education</a> </p> <a href="https://publications.waset.org/abstracts/70906/investigating-chinese-students-engagement-with-teacher-feedback-multiple-case-studies-in-a-uk-university" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/70906.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">364</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4496</span> Feedback Preference and Practice of English Majors’ in Pronunciation Instruction</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Claerchille%20Jhulia%20Robin">Claerchille Jhulia Robin</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper discusses the perspective of ESL learners towards pronunciation instruction. It sought to determine how these learners view the type of feedback their speech teacher gives and its impact on their own classroom practice of providing feedback. This study utilized a quantitative-qualitative approach to the problem. The respondents were Education students majoring in English. A survey questionnaire and interview guide were used for data gathering. The data from the survey was tabulated using frequency count and the data from the interview were then transcribed and analyzed. Results showed that ESL learners favor immediate corrective feedback and they do not find any issue in being corrected in front of their peers. They also practice the same corrective technique in their own classroom. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=ESL" title="ESL">ESL</a>, <a href="https://publications.waset.org/abstracts/search?q=feedback" title=" feedback"> feedback</a>, <a href="https://publications.waset.org/abstracts/search?q=learner%20perspective" title=" learner perspective"> learner perspective</a>, <a href="https://publications.waset.org/abstracts/search?q=pronunciation%20instruction" title=" pronunciation instruction"> pronunciation instruction</a> </p> <a href="https://publications.waset.org/abstracts/95311/feedback-preference-and-practice-of-english-majors-in-pronunciation-instruction" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/95311.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">239</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4495</span> Students' Perceptions of Assessment and Feedback in Higher Education</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jonathan%20Glazzard">Jonathan Glazzard</a> </p> <p class="card-text"><strong>Abstract:</strong></p> National student satisfaction data in England demonstrate that undergraduate students are less satisfied overall with assessment and feedback than other aspects of their higher education courses. Given that research findings suggest that high-quality feedback is a critical factor associated with academic achievement, it is important that feedback enables students to demonstrate improved academic achievement in their subsequent assessments. Given the growing importance of staff-student partnerships in higher education, this research examined students’ perceptions of assessment and feedback in one UK university. Students’ perceptions were elicited through the use of a university-wide survey which was completed by undergraduate students. In addition, three focus groups were used to provide qualitative student perception data across the three university Facilities. The data indicate that whilst students valued detailed feedback on their work, less detailed feedback could be compensated for by the development of pre-assessment literacy skills which are front-loaded into courses. Assessment literacy skills valued by students included the use of clear assessment criteria and assignment briefings which enabled students to fully understand the assessment task. Additionally, students valued assessment literacy pre-assessment tasks which enabled them to understand the standards which they were expected to achieve. Students valued opportunities for self and peer assessment prior to the final assessment and formative assessment feedback which matched the summative assessment feedback. Students also valued dialogic face-to-face feedback after receiving written feedback Above all, students valued feedback which was particular to their work and which gave recognition for the effort they had put into completing specific assessments. The data indicate that there is a need for higher education lecturers to receive systematic training in assessment and feedback which provides a comprehensive grounding in pre-assessment literacy skills. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=formative%20assessment" title="formative assessment">formative assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=summative%20assessment" title=" summative assessment"> summative assessment</a>, <a href="https://publications.waset.org/abstracts/search?q=feedback" title=" feedback"> feedback</a>, <a href="https://publications.waset.org/abstracts/search?q=marking" title=" marking"> marking</a> </p> <a href="https://publications.waset.org/abstracts/44536/students-perceptions-of-assessment-and-feedback-in-higher-education" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/44536.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">327</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4494</span> Video-Based System for Support of Robot-Enhanced Gait Rehabilitation of Stroke Patients</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Matja%C5%BE%20Divjak">Matjaž Divjak</a>, <a href="https://publications.waset.org/abstracts/search?q=Simon%20Zeli%C4%8D"> Simon Zelič</a>, <a href="https://publications.waset.org/abstracts/search?q=Ale%C5%A1%20Holobar"> Aleš Holobar</a> </p> <p class="card-text"><strong>Abstract:</strong></p> We present a dedicated video-based monitoring system for quantification of patient’s attention to visual feedback during robot assisted gait rehabilitation. Two different approaches for eye gaze and head pose tracking are tested and compared. Several metrics for assessment of patient’s attention are also presented. Experimental results with healthy volunteers demonstrate that unobtrusive video-based gaze tracking during the robot-assisted gait rehabilitation is possible and is sufficiently robust for quantification of patient’s attention and assessment of compliance with the rehabilitation therapy. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=video-based%20attention%20monitoring" title="video-based attention monitoring">video-based attention monitoring</a>, <a href="https://publications.waset.org/abstracts/search?q=gaze%20estimation" title=" gaze estimation"> gaze estimation</a>, <a href="https://publications.waset.org/abstracts/search?q=stroke%20rehabilitation" title=" stroke rehabilitation"> stroke rehabilitation</a>, <a href="https://publications.waset.org/abstracts/search?q=user%20compliance" title=" user compliance"> user compliance</a> </p> <a href="https://publications.waset.org/abstracts/11930/video-based-system-for-support-of-robot-enhanced-gait-rehabilitation-of-stroke-patients" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/11930.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">432</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4493</span> Using Collaborative Pictures to Understand Student Experience</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Tessa%20Berg">Tessa Berg</a>, <a href="https://publications.waset.org/abstracts/search?q=Emma%20Guion%20Akdag"> Emma Guion Akdag</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Summative feedback forms are used in academia for gathering data on course quality and student understanding. Students answer a series of questions based on the course they are soon to finish in these forms. Feedback forms are notorious for being homogenised and limiting and thus the data captured is often neutral and lacking in tacit emotional responses. This paper contrasts student feedback forms with collaborative drawing. We analyse 19 pictures drawn by international students on a pre-sessional course. Through visuals we present an approach to enable a holistic level of student understanding. Visuals communicate irrespective of possible language, cultural and educational barriers. This paper sought to discover if the pictures mirrored the feedback given on a typical feedback form. Findings indicate a considerable difference in the two approaches and thus we highlight the value of collaborative drawing as a complimentary resource to aid the understanding of student experience. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=feedback%20forms" title="feedback forms">feedback forms</a>, <a href="https://publications.waset.org/abstracts/search?q=visualisation" title=" visualisation"> visualisation</a>, <a href="https://publications.waset.org/abstracts/search?q=student%20experience" title=" student experience"> student experience</a>, <a href="https://publications.waset.org/abstracts/search?q=collaborative%20drawing" title=" collaborative drawing"> collaborative drawing</a> </p> <a href="https://publications.waset.org/abstracts/46260/using-collaborative-pictures-to-understand-student-experience" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/46260.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">350</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4492</span> Types of Feedback and Their Effectiveness in an EFL Context in Iran</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Adel%20Ebrahimpourtaher">Adel Ebrahimpourtaher</a>, <a href="https://publications.waset.org/abstracts/search?q=Saeede%20Eisaie"> Saeede Eisaie</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This study was an attempt to investigate the types of feedback most frequently provided to the students and their effectiveness based on the students’ preferences established through the interview conducted after the treatment. For this purpose, some class sessions of the students of the institute who were studying general English (pre-intermediate level) were recorded by the teacher for the analysis of the feed backs. The results of the analysis and transcriptions indicated that recast is the most frequent feedback type used by the teacher. In addition, the interview indicated that most of the students prefer recast as well as elicitation and explicit correction to some extent. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=EFL" title="EFL">EFL</a>, <a href="https://publications.waset.org/abstracts/search?q=elicitation" title=" elicitation"> elicitation</a>, <a href="https://publications.waset.org/abstracts/search?q=explicit" title=" explicit"> explicit</a>, <a href="https://publications.waset.org/abstracts/search?q=recast" title=" recast"> recast</a>, <a href="https://publications.waset.org/abstracts/search?q=feedback" title=" feedback"> feedback</a> </p> <a href="https://publications.waset.org/abstracts/31817/types-of-feedback-and-their-effectiveness-in-an-efl-context-in-iran" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/31817.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">373</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4491</span> Harnessing the Power of Feedback to Assist Progress: A Process-Based Approach of Providing Feedback to L2 Composition Students in the United Arab Emirates</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Brad%20Curabba">Brad Curabba</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Utilising active, process-based learning methods to improve critical thinking and writing skills of second language (L2) writers brings unique challenges. To comprehensively satisfy different learners' needs, when commenting on student work, instructors can embed multiple feedback methods so that the capstone of their abilities as writers can be achieved. This research project assesses faculty and student perceptions regarding the effectiveness of various feedback practices used in process-based writing classrooms with L2 students at the American University of Sharjah (AUS). In addition, the research explores the challenges encountered by faculty during the provision of feedback practices. The quantitative research findings are based on two concurrent electronically distributed anonymous surveys; one aimed at students who have just completed a process-based writing course, and the other at instructors who delivered these courses. The student sample is drawn from multiple sections of Academic Writing I and II, and the faculty survey was distributed among the Department of Writing Studies (DWS) faculty. Our findings strongly suggest that all methods of feedback are deemed equally important by both students and faculty. Students, in particular, find process writing and its feedback practices to have greatly contributed to their writing proficiency. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=process%20writing" title="process writing">process writing</a>, <a href="https://publications.waset.org/abstracts/search?q=feedback" title=" feedback"> feedback</a>, <a href="https://publications.waset.org/abstracts/search?q=formative%20feedback" title=" formative feedback"> formative feedback</a>, <a href="https://publications.waset.org/abstracts/search?q=composition" title=" composition"> composition</a>, <a href="https://publications.waset.org/abstracts/search?q=reflection" title=" reflection"> reflection</a> </p> <a href="https://publications.waset.org/abstracts/100983/harnessing-the-power-of-feedback-to-assist-progress-a-process-based-approach-of-providing-feedback-to-l2-composition-students-in-the-united-arab-emirates" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/100983.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">146</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4490</span> Competitivity in Procurement Multi-Unit Discrete Clock Auctions: An Experimental Investigation</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Despina%20Yiakoumi">Despina Yiakoumi</a>, <a href="https://publications.waset.org/abstracts/search?q=Agathe%20Rouaix"> Agathe Rouaix</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Laboratory experiments were run to investigate the impact of different design characteristics of the auctions, which have been implemented to procure capacity in the UK’s reformed electricity markets. The experiment studies competition among bidders in procurement multi-unit discrete descending clock auctions under different feedback policies and pricing rules. Theory indicates that feedback policy in combination with the two common pricing rules; last-accepted bid (LAB) and first-rejected bid (FRB), could affect significantly the auction outcome. Two information feedback policies regarding the bidding prices of the participants are considered; with feedback and without feedback. With feedback, after each round participants are informed of the number of items still in the auction and without feedback, after each round participants have no information about the aggregate supply. Under LAB, winning bidders receive the amount of the highest successful bid and under the FRB the winning bidders receive the lowest unsuccessful bid. Based on the theoretical predictions of the alternative auction designs, it was decided to run three treatments. First treatment considers LAB with feedback; second treatment studies LAB without feedback; third treatment investigates FRB without feedback. Theoretical predictions of the game showed that under FRB, the alternative feedback policies are indifferent to the auction outcome. Preliminary results indicate that LAB with feedback and FRB without feedback achieve on average higher clearing prices in comparison to the LAB treatment without feedback. However, the clearing prices under LAB with feedback and FRB without feedback are on average lower compared to the theoretical predictions. Although under LAB without feedback theory predicts the clearing price will drop to the competitive equilibrium, experimental results indicate that participants could still engage in cooperative behavior and drive up the price of the auction. It is showed, both theoretically and experimentally, that the pricing rules and the feedback policy, affect the bidding competitiveness of the auction by providing opportunities to participants to engage in cooperative behavior and exercise market power. LAB without feedback seems to be less vulnerable to market power opportunities compared to the alternative auction designs. This could be an argument for the use of LAB pricing rule in combination with limited feedback in the UK capacity market in an attempt to improve affordability for consumers. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=descending%20clock%20auctions" title="descending clock auctions">descending clock auctions</a>, <a href="https://publications.waset.org/abstracts/search?q=experiments" title=" experiments"> experiments</a>, <a href="https://publications.waset.org/abstracts/search?q=feedback%20policy" title=" feedback policy"> feedback policy</a>, <a href="https://publications.waset.org/abstracts/search?q=market%20design" title=" market design"> market design</a>, <a href="https://publications.waset.org/abstracts/search?q=multi-unit%20auctions" title=" multi-unit auctions"> multi-unit auctions</a>, <a href="https://publications.waset.org/abstracts/search?q=pricing%20rules" title=" pricing rules"> pricing rules</a>, <a href="https://publications.waset.org/abstracts/search?q=procurement%20auctions" title=" procurement auctions"> procurement auctions</a> </p> <a href="https://publications.waset.org/abstracts/85193/competitivity-in-procurement-multi-unit-discrete-clock-auctions-an-experimental-investigation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/85193.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">304</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4489</span> Feedback Matrix Approach for Relativistic Runaway Electron Avalanches Dynamics in Complex Electric Field Structures</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Egor%20Stadnichuk">Egor Stadnichuk</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Relativistic runaway electron avalanches (RREA) are a widely accepted source of thunderstorm gamma-radiation. In regions with huge electric field strength, RREA can multiply via relativistic feedback. The relativistic feedback is caused both by positron production and by runaway electron bremsstrahlung gamma-rays reversal. In complex multilayer thunderstorm electric field structures, an additional reactor feedback mechanism appears due to gamma-ray exchange between separate strong electric field regions with different electric field directions. The study of this reactor mechanism in conjunction with the relativistic feedback with Monte Carlo simulations or by direct solution of the kinetic Boltzmann equation requires a significant amount of computational time. In this work, a theoretical approach to study feedback mechanisms in RREA physics is developed. It is based on the matrix of feedback operators construction. With the feedback matrix, the problem of the dynamics of avalanches in complex electric structures is reduced to the problem of finding eigenvectors and eigenvalues. A method of matrix elements calculation is proposed. The proposed concept was used to study the dynamics of RREAs in multilayer thunderclouds. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=terrestrial%20Gamma-ray%20flashes" title="terrestrial Gamma-ray flashes">terrestrial Gamma-ray flashes</a>, <a href="https://publications.waset.org/abstracts/search?q=thunderstorm%20ground%20enhancement" title=" thunderstorm ground enhancement"> thunderstorm ground enhancement</a>, <a href="https://publications.waset.org/abstracts/search?q=relativistic%20runaway%20electron%20avalanches" title=" relativistic runaway electron avalanches"> relativistic runaway electron avalanches</a>, <a href="https://publications.waset.org/abstracts/search?q=gamma-rays" title=" gamma-rays"> gamma-rays</a>, <a href="https://publications.waset.org/abstracts/search?q=high-energy%20atmospheric%20physics" title=" high-energy atmospheric physics"> high-energy atmospheric physics</a>, <a href="https://publications.waset.org/abstracts/search?q=TGF" title=" TGF"> TGF</a>, <a href="https://publications.waset.org/abstracts/search?q=TGE" title=" TGE"> TGE</a>, <a href="https://publications.waset.org/abstracts/search?q=thunderstorm" title=" thunderstorm"> thunderstorm</a>, <a href="https://publications.waset.org/abstracts/search?q=relativistic%20feedback" title=" relativistic feedback"> relativistic feedback</a>, <a href="https://publications.waset.org/abstracts/search?q=reactor%20feedback" title=" reactor feedback"> reactor feedback</a>, <a href="https://publications.waset.org/abstracts/search?q=reactor%20model" title=" reactor model"> reactor model</a> </p> <a href="https://publications.waset.org/abstracts/142458/feedback-matrix-approach-for-relativistic-runaway-electron-avalanches-dynamics-in-complex-electric-field-structures" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/142458.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">180</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4488</span> ESL Students’ Engagement with Written Corrective Feedback</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Khaled%20Karim">Khaled Karim</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Although a large number of studies have examined the effectiveness of written corrective feedback (WCF) in L2 writing, very few studies have investigated students’ attitudes towards the feedback and their perspectives regarding the usefulness of different types of feedback. Using prompted stimulated recall interviews, this study investigated ESL students’ perceptions and attitudes towards the CF they received as well as their preferences and reactions to the corrections. 24 ESL students first received direct (e.g., providing target forms after crossing out erroneous forms) and indirect (e.g., underlining and underline+metalinguistic) CF on four written tasks and then participated in an interview with the researcher. The analysis revealed that both direct and indirect CF were judged to be useful strategies for correction but in different ways. Underline only CF helped them think about the nature and type of the errors they made while metalinguistic CF was useful as it provided clues about the nature and type of the errors. Most participants indicated that indirect correction needed sufficient prior knowledge of the form to be effective. The majority of the students found the combination of underlining with metalinguistic information as the most effective method of providing feedback. Detailed findings will be presented, and pedagogical implications of the study will be discussed. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=ESL%20writing" title="ESL writing">ESL writing</a>, <a href="https://publications.waset.org/abstracts/search?q=error%20correction" title=" error correction"> error correction</a>, <a href="https://publications.waset.org/abstracts/search?q=feedback" title=" feedback"> feedback</a>, <a href="https://publications.waset.org/abstracts/search?q=written%20corrective%20feedback" title=" written corrective feedback"> written corrective feedback</a> </p> <a href="https://publications.waset.org/abstracts/79584/esl-students-engagement-with-written-corrective-feedback" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/79584.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">239</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4487</span> Designing State Feedback Multi-Target Controllers by the Use of Particle Swarm Optimization Algorithm</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Seyedmahdi%20Mousavihashemi">Seyedmahdi Mousavihashemi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> One of the most important subjects of interest in researches is 'improving' which result in various algorithms. In so many geometrical problems we are faced with target functions which should be optimized. In group practices, all the functions’ cooperation lead to convergence. In the study, the optimization algorithm of dense particles is used. Usage of the algorithm improves the given performance norms. The results reveal that usage of swarm algorithm for reinforced particles in designing state feedback improves the given performance norm and in optimized designing of multi-target state feedback controlling, the network will maintain its bearing structure. The results also show that PSO is usable for optimization of state feedback controllers. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=multi-objective" title="multi-objective">multi-objective</a>, <a href="https://publications.waset.org/abstracts/search?q=enhanced" title=" enhanced"> enhanced</a>, <a href="https://publications.waset.org/abstracts/search?q=feedback" title=" feedback"> feedback</a>, <a href="https://publications.waset.org/abstracts/search?q=optimization" title=" optimization"> optimization</a>, <a href="https://publications.waset.org/abstracts/search?q=algorithm" title=" algorithm"> algorithm</a>, <a href="https://publications.waset.org/abstracts/search?q=particle" title=" particle"> particle</a>, <a href="https://publications.waset.org/abstracts/search?q=design" title=" design"> design</a> </p> <a href="https://publications.waset.org/abstracts/60194/designing-state-feedback-multi-target-controllers-by-the-use-of-particle-swarm-optimization-algorithm" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/60194.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">506</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4486</span> An Investigation on Orthopedic Rehabilitation by Avoiding Thermal Necrosis</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=R.%20V.%20Dahibhate">R. V. Dahibhate</a>, <a href="https://publications.waset.org/abstracts/search?q=A.%20B.%20Deoghare"> A. B. Deoghare</a>, <a href="https://publications.waset.org/abstracts/search?q=P.%20M.%20Padole"> P. M. Padole</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Maintaining natural integrity of biosystem is paramount significant for orthopedic surgeon while performing surgery. Restoration is challenging task to rehabilitate trauma patient. Drilling is an inevitable procedure to fix implants. The task leads to rise in temperature at the contact site which intends to thermal necrosis. A precise monitoring can avoid thermal necrosis. To accomplish it, data acquiring instrument is integrated with the drill bit. To contemplate it, electronic feedback system is developed. It not only measures temperature without any physical contact in between measuring device and target but also visualizes the site and monitors correct movement of tool path. In the current research work an infrared thermometer data acquisition system is used which monitors variation in temperature at the drilling site and a camera captured movement of drill bit advancement. The result is presented in graphical form which represents variations in temperature, drill rotation and time. A feedback system helps in keeping drill speed in threshold limit. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=thermal%20necrosis" title="thermal necrosis">thermal necrosis</a>, <a href="https://publications.waset.org/abstracts/search?q=infrared%20thermometer" title=" infrared thermometer"> infrared thermometer</a>, <a href="https://publications.waset.org/abstracts/search?q=drilling%20tool" title=" drilling tool"> drilling tool</a>, <a href="https://publications.waset.org/abstracts/search?q=feedback%20system" title=" feedback system"> feedback system</a> </p> <a href="https://publications.waset.org/abstracts/13073/an-investigation-on-orthopedic-rehabilitation-by-avoiding-thermal-necrosis" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/13073.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">235</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">4485</span> Comparison of Interactive Performance of Clicking Tasks Using Cursor Control Devices under Different Feedback Modes</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jinshou%20Shi">Jinshou Shi</a>, <a href="https://publications.waset.org/abstracts/search?q=Xiaozhou%20Zhou"> Xiaozhou Zhou</a>, <a href="https://publications.waset.org/abstracts/search?q=Yingwei%20Zhou"> Yingwei Zhou</a>, <a href="https://publications.waset.org/abstracts/search?q=Tuoyang%20Zhou"> Tuoyang Zhou</a>, <a href="https://publications.waset.org/abstracts/search?q=Ning%20Li"> Ning Li</a>, <a href="https://publications.waset.org/abstracts/search?q=Chi%20Zhang"> Chi Zhang</a>, <a href="https://publications.waset.org/abstracts/search?q=Zhanshuo%20Zhang"> Zhanshuo Zhang</a>, <a href="https://publications.waset.org/abstracts/search?q=Ziang%20Chen"> Ziang Chen</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In order to select the optimal interaction method for common computer click tasks, the click experiment test adopts the ISO 9241-9 task paradigm, using four common operations: mouse, trackball, touch, and eye control under visual feedback, auditory feedback, and no feedback. Through data analysis of various parameters of movement time, throughput, and accuracy, it is found that the movement time of touch-control is the shortest, the operation accuracy and throughput are higher than others, and the overall operation performance is the best. In addition, the motion time of the click operation with auditory feedback is significantly lower than the other two feedback methods in each operation mode experiment. In terms of the size of the click target, it is found that when the target is too small (less than 14px), the click performance of all aspects is reduced, so it is proposed that the design of the interface button should not be less than 28px. In this article, we discussed in detail the advantages and disadvantages of the operation and feedback methods, and the results of the discussion of the click operation can be applied to the design of the buttons in the interactive interface. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=cursor%20control%20performance" title="cursor control performance">cursor control performance</a>, <a href="https://publications.waset.org/abstracts/search?q=feedback" title=" feedback"> feedback</a>, <a href="https://publications.waset.org/abstracts/search?q=human%20computer%20interaction" title=" human computer interaction"> human computer interaction</a>, <a href="https://publications.waset.org/abstracts/search?q=throughput" title=" throughput"> throughput</a> </p> <a href="https://publications.waset.org/abstracts/130066/comparison-of-interactive-performance-of-clicking-tasks-using-cursor-control-devices-under-different-feedback-modes" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/130066.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">202</span> </span> </div> </div> <ul class="pagination"> <li class="page-item disabled"><span class="page-link">&lsaquo;</span></li> <li class="page-item active"><span class="page-link">1</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=patient%20feedback&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=patient%20feedback&page=3">3</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=patient%20feedback&page=4">4</a></li> <li class="page-item"><a class="page-link" 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