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I hadn't been reading much lately and couldn't figure out why. It just hit me today.
I haven't been spending hours reading books for fun because I've been spending hours reading hundreds of scientific articles on medical errors and mental healthcare access for teens for a scoping review and a systematic review for work.
So, I've been reading, just not the fun, relaxing kind of reading.
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Drawing on the Right Combination: The Impact of Comic-Based Learning Materials on Mathematics Learning and Performance
CPA 392 Scoping Review
The researcher gathered 14 research articles from two databases: Google Scholar and the Elton B. Stephens Company (EBSCO). The researcher read the abstracts of potential review articles and checked the availability of manuscripts. Only articles with available full manuscripts made the final list. The researcher excluded studies from predatory journals.
This review identifies the salient features of instructional comics based on studies that evaluated the effectiveness of comic-based learning materials. This review elaborates on the findings of previous studies regarding the impact of comic-based learning materials on mathematics learning and performance. Anchored in the Cognitive Theory of Multimedia Learning, the researcher discusses the multimedia design principles underlying the positive impact of comic-based learning materials. This review answered the following questions:
What are the features of the developed mathematics comic-based learning materials?
How does comic-based learning material affect students' mathematics learning and performance?
The researcher was successful in answering the review questions. The review examined the different features of 14 developed comic-based learning materials. Most of the studies covered complex mathematics topics that require an alternative to traditional learning materials. The results found the developed comics appropriate to the context and interest of intended consumers. The studies involving participants from the primary level developed comics that feature localized characters and personified Mathematics concepts. Meanwhile, two main types of storylines were found in studies in intermediate, junior high school, and senior high school. Some comics use real-life situations and show the practical application of mathematics concepts. Characters in these comics were designed to resemble the students. Meanwhile, some comics utilized fictional characters with superpowers. Superhero plots highlighted the intended mathematics skills as superhero powers. The divergent storylines both lead to positive results based on the results of the reviewed research studies. These storylines can explain how instructional comics effectively capture and sustain the interest of students in studying complex topics. Notably, these storylines are not present in traditional learning materials.
The review found significant positive impacts of the use of educational comics on mathematics learning and performance. The direct impact of the use of comics on student performance was found in studies that investigated the effectiveness of comics in improving mathematics performance. Several reviewed studies targeted specific mathematics learning competencies as a response to low student performance and the need to innovate. These studies covered operations on integer, order of operations, steps in division, and topics in Physics. Meanwhile, the indirect impact of comics on mathematics learning and performance was found in studies that verified the impact of comics on the affective side of learning. The results of these studies indicated a positive influence of comic-based learning materials on motivation, interest, attitude, critical thinking, creative thinking, and mathematical representation.
Happy to say that the first study has been accepted for publication by a Q1 journal.
Trevena, L., Paay, J. & McDonald, R. VR interventions aimed to induce empathy: a scoping review. Virtual Reality 28, 80 (2024). https://doi.org/10.1007/s10055-024-00946-9
According to the Rayyan platform, I have spent 1542 minutes screening over 500 documents to identify the literature for inclusion and exclusion relating to my scoping review. The inclusion and exclusion criteria were discussed and agreed upon by my two supervisors and myself. The following was what was agreed:
Inclusion (Eligibility criteria)
written in English
qualitative or quantitative design
the virtual reality (digital) intervention was aimed to enhance empathy
The scenarios must be designed to simulate real-world situations that allow the participant to see what it is like in someone else’s shoes
experience is immersive and interactive
scientific approach (based on research, or evaluated)
Exclusion Â
Non-English written artifacts
Non-computer-generated technology (e.g., role playing, use of mannequin)
Technology that lacks the ability to interactively engage
studies that describe technology development only
Following a screening process of 74 titles and abstracts, relating to virtual reality, empathy, and healthcare support services, 7 unique documents satisfied our acceptance criteria
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Today is another day of data mapping. – More screen processing of titles and abstracts. I will use my findings to identify more unique papers to be included in my scoping review.  Having said that, I might take a break to trim the lawns if it is not too hot…
PS not my lawn... just a nice picture to complement the theme.
LinkedIn connection & writing...
Today I heard back from the LinkedIn connection. Sounds like they have some interesting VR projects on the go. I am looking forward to finding out more about their VR projects.
I have also been busy working on a scoping review. Even though it is a lot of drafting, writing, rewriting, and writing some more, it has been a very helpful process for me. I am finding the action of writing makes the whole consumption of information more meaningful than simply reading, highlighting and note taking.
Scoping review
I discovered the Scoping review methodological framework of Hilary Arksey and Lisa O'Malley (Arksey & O’Malley 2005). It makes sense their framework so I have adopted it as a point of reference.Â
Arksey, H & O’Malley, L 2005, ‘Scoping studies: towards a methodological framework’, International Journal of Social Research Methodology, vol. 8, no. 1, pp. 19–32, viewed 1 November, 2020, <http://www.tandfonline.com/doi/abs/10.1080/1364557032000119616>.
