TY  - JOUR
A1  - Hohm, Anna
A1  - Happel, Oliver
A1  - Hurtienne, Jörn
A1  - Grundgeiger, Tobias
T1  - User experience in safety–critical domains: a survey on motivational orientations and psychological need satisfaction in acute care
JF  - Cognition, Technology & Work
N2  - The relevance of user experience in safety–critical domains has been questioned and lacks empirical investigation. Based on previous studies examining user experience in consumer technology, we conducted an online survey on positive experiences with interactive technology in acute care. The participants of the study consisted of anaesthesiologists, nurses, and paramedics (N = 55) from three German cities. We report qualitative and quantitative data examining (1) the relevance and notion of user experience, (2) motivational orientations and psychological need satisfaction, and (3) potential correlates of hedonic, eudaimonic, and extrinsic motivations such as affect or meaning. Our findings reveal that eudaimonia was the most salient aspect in these experiences and that the relevance of psychological needs is differently ranked than in experiences with interactive consumer technology. We conclude that user experience should be considered in safety–critical domains, but research needs to develop further tools and methods to address the domain-specific requirements.
KW  - user experience
KW  - healthcare
KW  - eudaimonia
KW  - hedonia
KW  - need satisfaction
KW  - meaning
Y1  - 2022
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-324486
SN  - 1435-5558
VL  - 24
IS  - 2
ER  - 
TY  - JOUR
A1  - Grundgeiger, Tobias
A1  - Ertle, Franz
A1  - Diethei, Daniel
A1  - Mengelkamp, Christoph
A1  - Held, Volker
T1  - Improving procedural skills acquisition of students during medical device training: experiments on e-Learning vs. e-Learning with hands-on
JF  - Advances in Health Sciences Education
N2  - In the context of medical device training, e-Learning can address problems like unstandardized content and different learning paces. However, staff and students value hands-on activities during medical device training. In a blended learning approach, we examined whether using a syringe pump while conducting an e-Learning program improves the procedural skills needed to operate the pump compared to using the e-Learning program only. In two experiments, the e-Learning only group learned using only the e-Learning program. The e-Learning + hands-on group was instructed to use a syringe pump during the e-Learning to repeat the presented content (section “Experiment 1”) or to alternate between learning on the e-Learning program and applying the learned content using the pump (section “Experiment 2”). We conducted a skills test, a knowledge test, and assessed confidence in using the pump immediately after learning and two weeks later. Simply repeating the content (section “Experiment 1”) did not improve performance of e-Learning + hands-on compared with e-Learning only. The instructed learning process (section “Experiment 1”) resulted in significantly better skills test performance for e-Learning + hands-on compared to the e-Learning only. Only a structured learning process based on multi-media learning principles and memory research improved procedural skills in relation to operating a medical device.
KW  - clinical skills
KW  - e-Learning
KW  - blended learning
KW  - education
KW  - medical device training
Y1  - 2023
U6  - http://nbn-resolving.de/urn/resolver.pl?urn:nbn:de:bvb:20-opus-324477
VL  - 28
IS  - 1
ER  -