{"title":"基于机器人的SIPE训练促进患者认知参与：一项随机对照研究","authors":"Chun-Chun Chang, Gwo-Jen Hwang, Liang-Shiou Ou","doi":"10.1111/jcal.70047","DOIUrl":null,"url":null,"abstract":"<div>\n \n \n <section>\n \n <h3> Background</h3>\n \n <p>Health education aims to encourage individuals to voluntarily take action to improve their health. Throughout this process, adult learners can make informed decisions to change their behaviours and enhance their well-being. In medical institutions, employing appropriate instructional strategies to facilitate changes in health behaviours is crucial for enhancing patients' health knowledge, attitudes, and skills.</p>\n </section>\n \n <section>\n \n <h3> Objective</h3>\n \n <p>Health education courses within hospitals are based on the Selection-Instruction-Practicing-Evaluation (SIPE) model, which is grounded in the self-determination theory (SDT). Due to constraints in human resources, the traditional SIPE (T-SIPE) mode is generally carried out with one-way practice without evaluating learners' outcomes or providing personalised feedback. This limitation hampers patients' self-care abilities and self-confidence. By referencing the embodied cognition theory, a robot-based SIPE (R-SIPE) approach was proposed to enhance patients' cognitive engagement.</p>\n </section>\n \n <section>\n \n <h3> Method</h3>\n \n <p>To assess the approach, a true experiment was conducted in a health education course by randomly assigning 90 subjects to the experimental and control groups, adopting the R-SIPE and T-SIPE modes, respectively.</p>\n </section>\n \n <section>\n \n <h3> Results and Conclusions</h3>\n \n <p>The results revealed that the R-SIPE group showed better learning achievement, self-confidence, technology acceptance, and learning satisfaction compared to the T-SIPE group. It was concluded that using robots to provide interactive learning, personalised materials, practice tests, and evaluation had great potential in health education. It is therefore suggested that different health education courses be developed to enhance patients' self-care abilities and increase their confidence in dealing with diseases.</p>\n </section>\n </div>","PeriodicalId":48071,"journal":{"name":"Journal of Computer Assisted Learning","volume":"41 3","pages":""},"PeriodicalIF":5.1000,"publicationDate":"2025-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Promoting Patients' Cognitive Engagement With Robot-Based SIPE Training: A Randomised Controlled Study\",\"authors\":\"Chun-Chun Chang, Gwo-Jen Hwang, Liang-Shiou Ou\",\"doi\":\"10.1111/jcal.70047\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div>\\n \\n \\n <section>\\n \\n <h3> Background</h3>\\n \\n <p>Health education aims to encourage individuals to voluntarily take action to improve their health. Throughout this process, adult learners can make informed decisions to change their behaviours and enhance their well-being. In medical institutions, employing appropriate instructional strategies to facilitate changes in health behaviours is crucial for enhancing patients' health knowledge, attitudes, and skills.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Objective</h3>\\n \\n <p>Health education courses within hospitals are based on the Selection-Instruction-Practicing-Evaluation (SIPE) model, which is grounded in the self-determination theory (SDT). Due to constraints in human resources, the traditional SIPE (T-SIPE) mode is generally carried out with one-way practice without evaluating learners' outcomes or providing personalised feedback. This limitation hampers patients' self-care abilities and self-confidence. By referencing the embodied cognition theory, a robot-based SIPE (R-SIPE) approach was proposed to enhance patients' cognitive engagement.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Method</h3>\\n \\n <p>To assess the approach, a true experiment was conducted in a health education course by randomly assigning 90 subjects to the experimental and control groups, adopting the R-SIPE and T-SIPE modes, respectively.</p>\\n </section>\\n \\n <section>\\n \\n <h3> Results and Conclusions</h3>\\n \\n <p>The results revealed that the R-SIPE group showed better learning achievement, self-confidence, technology acceptance, and learning satisfaction compared to the T-SIPE group. It was concluded that using robots to provide interactive learning, personalised materials, practice tests, and evaluation had great potential in health education. It is therefore suggested that different health education courses be developed to enhance patients' self-care abilities and increase their confidence in dealing with diseases.</p>\\n </section>\\n </div>\",\"PeriodicalId\":48071,\"journal\":{\"name\":\"Journal of Computer Assisted Learning\",\"volume\":\"41 3\",\"pages\":\"\"},\"PeriodicalIF\":5.1000,\"publicationDate\":\"2025-04-21\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Computer Assisted Learning\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://onlinelibrary.wiley.com/doi/10.1111/jcal.70047\",\"RegionNum\":2,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Computer Assisted Learning","FirstCategoryId":"95","ListUrlMain":"https://onlinelibrary.wiley.com/doi/10.1111/jcal.70047","RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Promoting Patients' Cognitive Engagement With Robot-Based SIPE Training: A Randomised Controlled Study
Background
Health education aims to encourage individuals to voluntarily take action to improve their health. Throughout this process, adult learners can make informed decisions to change their behaviours and enhance their well-being. In medical institutions, employing appropriate instructional strategies to facilitate changes in health behaviours is crucial for enhancing patients' health knowledge, attitudes, and skills.
Objective
Health education courses within hospitals are based on the Selection-Instruction-Practicing-Evaluation (SIPE) model, which is grounded in the self-determination theory (SDT). Due to constraints in human resources, the traditional SIPE (T-SIPE) mode is generally carried out with one-way practice without evaluating learners' outcomes or providing personalised feedback. This limitation hampers patients' self-care abilities and self-confidence. By referencing the embodied cognition theory, a robot-based SIPE (R-SIPE) approach was proposed to enhance patients' cognitive engagement.
Method
To assess the approach, a true experiment was conducted in a health education course by randomly assigning 90 subjects to the experimental and control groups, adopting the R-SIPE and T-SIPE modes, respectively.
Results and Conclusions
The results revealed that the R-SIPE group showed better learning achievement, self-confidence, technology acceptance, and learning satisfaction compared to the T-SIPE group. It was concluded that using robots to provide interactive learning, personalised materials, practice tests, and evaluation had great potential in health education. It is therefore suggested that different health education courses be developed to enhance patients' self-care abilities and increase their confidence in dealing with diseases.
期刊介绍：
The Journal of Computer Assisted Learning is an international peer-reviewed journal which covers the whole range of uses of information and communication technology to support learning and knowledge exchange. It aims to provide a medium for communication among researchers as well as a channel linking researchers, practitioners, and policy makers. JCAL is also a rich source of material for master and PhD students in areas such as educational psychology, the learning sciences, instructional technology, instructional design, collaborative learning, intelligent learning systems, learning analytics, open, distance and networked learning, and educational evaluation and assessment. This is the case for formal (e.g., schools), non-formal (e.g., workplace learning) and informal learning (e.g., museums and libraries) situations and environments. Volumes often include one Special Issue which these provides readers with a broad and in-depth perspective on a specific topic. First published in 1985, JCAL continues to have the aim of making the outcomes of contemporary research and experience accessible. During this period there have been major technological advances offering new opportunities and approaches in the use of a wide range of technologies to support learning and knowledge transfer more generally. There is currently much emphasis on the use of network functionality and the challenges its appropriate uses pose to teachers/tutors working with students locally and at a distance. JCAL welcomes: -Empirical reports, single studies or programmatic series of studies on the use of computers and information technologies in learning and assessment -Critical and original meta-reviews of literature on the use of computers for learning -Empirical studies on the design and development of innovative technology-based systems for learning -Conceptual articles on issues relating to the Aims and Scope
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