Completion, Time-in-intervention, and Movement: Relationships between Dimensions of Participation in oTPD and Knowledge Growth

2016 ◽  
Author(s):  
Jeremy Riel ◽  
Kimberly A. Lawless ◽  
Scott W Brown
Keyword(s):  
Completion Time ◽  
Knowledge Growth

A German version of the Intermittent Claudication Questionnaire (ICQ): cultural adaptation and validation

VASA ◽  
2012 ◽  
Vol 41 (5) ◽  
pp. 333-342 ◽  
Author(s):  
Kirchberger ◽  
Finger ◽  
Müller-Bühl
Keyword(s):  
Principal Component Analysis ◽  
Intermittent Claudication ◽  
Completion Time ◽  
Short Form ◽  
Principal Component ◽  
Component Analysis ◽  
German Version ◽  
Average Completion Time ◽  
Sf 36 ◽  
Related Quality

Background: The Intermittent Claudication Questionnaire (ICQ) is a short questionnaire for the assessment of health-related quality of life (HRQOL) in patients with intermittent claudication (IC). The objective of this study was to translate the ICQ into German and to investigate the psychometric properties of the German ICQ version in patients with IC. Patients and methods: The original English version was translated using a forward-backward method. The resulting German version was reviewed by the author of the original version and an experienced clinician. Finally, it was tested for clarity with 5 German patients with IC. A sample of 81 patients were administered the German ICQ. The sample consisted of 58.0 % male patients with a median age of 71 years and a median IC duration of 36 months. Test of feasibility included completeness of questionnaires, completion time, and ratings of clarity, length and relevance. Reliability was assessed through a retest in 13 patients at 14 days, and analysis of Cronbach’s alpha for internal consistency. Construct validity was investigated using principal component analysis. Concurrent validity was assessed by correlating the ICQ scores with the Short Form 36 Health Survey (SF-36) as well as clinical measures. Results: The ICQ was completely filled in by 73 subjects (90.1 %) with an average completion time of 6.3 minutes. Cronbach’s alpha coefficient reached 0.75. Intra-class correlation for test-retest reliability was r = 0.88. Principal component analysis resulted in a 3 factor solution. The first factor explained 51.5 of the total variation and all items had loadings of at least 0.65 on it. The ICQ was significantly associated with the SF-36 and treadmill-walking distances whereas no association was found for resting ABPI. Conclusions: The German version of the ICQ demonstrated good feasibility, satisfactory reliability and good validity. Responsiveness should be investigated in further validation studies.

Formats for Delivering Extended-Length Computerized and Paper-and-Pencil Questionnaires: Effects on Scores and Completion Time

2006 ◽  
Author(s):  
Walter P. Vispoel ◽  
Timothy Bleiler ◽  
Shuqin Tao ◽  
Linan Sun ◽  
Ye Hi ◽  
...  
Keyword(s):  
Completion Time ◽  
Extended Length ◽  
Paper And Pencil

IMPROVEMENT LAYOUT AND ELEMENTS WORK IN ERGONOMIC ASPECTS

2012 ◽  
Vol 2 (2) ◽  
pp. 84-99
Author(s):  
Beci Sariani ◽  
Meizul Zuki ◽  
Yusril Dany
Keyword(s):  
Working Conditions ◽  
Cycle Time ◽  
Completion Time ◽  
Content Creation ◽  
Left Hand ◽  
Total Distance ◽  
Standard Time ◽  
Before And After ◽  
Right And Left Hand

The purpose of this study is to describe layout and elements of the movement labor, determine cake making job completion time before and after repair, complaints of pain workers and recomendation improved layout and elements work in ergonomic aspects. Layout and elements of the cake making job is less visible than ergonomic working conditions with temperatures as high as 290C and 300C, total distance moving much material for the production namely 2407 cm, manufacture molen 180 cm, 2926 cm baking and packaging 626 cm. Percentage of use right and left hand at creation pia cake is 50.11% and 54.4%. Making molen is 100% and 76.69%. Pia cake making is 12.76% and 12.21%. Packaging is 100% and 84.8%. Cycle time, normal time and standard time of content creation, namely 17004.15, 18.534.52 and 25.577.64 seconds (2 basins). Making molen is 560.23, 616.25 and 751.82 seconds (1 basin). Pia cake making is 1.165,45, 1314.63 and 1.603,85 seconds (2 trays), and packaging is 15,40, 16,79 and 23.17 seconds (2 pack). The application of ergonomics : 8 types of grievances felt a bit sick and 1 type of grievances felt sick. Station molen manufacture, workers felt no pain. Baking station pia (sub-stations) only complaint molen rolling on his back felt a little sore. Sub-station charging only 3 workers who feel a little pain complaints and pain. In the sub-station : 6 types pengovenan grievances felt a little sick. The packing station after repairs only felt a little pain in the waist

The Effects of Language Barriers and Time Constraints on Online Learning Performance: An Eye-Tracking Study

2021 ◽  
pp. 001872082110109
Author(s):  
Auður Anna Jónsdóttir ◽  
Ziho Kang ◽  
Tianchen Sun ◽  
Saptarshi Mandal ◽  
Ji-Eun Kim
Keyword(s):  
Online Learning ◽  
Eye Movement ◽  
Completion Time ◽  
Language Use ◽  
Time Pressure ◽  
Time Constraints ◽  
Task Completion ◽  
Esl Students ◽  
Task Completion Time ◽  
Eye Fixation

Objective The goal of this study is to model the effect of language use and time pressure on English as a first language (EFL) and English as a second language (ESL) students by measuring their eye movements in an on-screen, self-directed learning environment. Background Online learning is becoming integrated into learners’ daily lives due to the flexibility in scheduling and location that it offers. However, in many cases, the online learners often have no interaction with one another or their instructors, making it difficult to determine how the learners are reading the materials and whether they are learning effectively. Furthermore, online learning may pose challenges to those who face language barriers or are under time pressure. Method The effects of two factors, language use (EFL vs. ESL) and time constraints (high vs. low time pressure), were investigated during the presentation of online materials. The effects were analyzed based on eye movement measures (eye fixation rate—the total number of eye fixations divided by the task duration and gaze entropy) and behavioral measures (correct rate and task completion time). Results The results show that the ESL students had higher eye fixation rates and longer task completion times than the EFL students. Moreover, high time pressure resulted in high fixation rates, short task completion time, low correct rates, and high gaze entropy. Conclusion and Application The results suggest the possibility of using unobtrusive eye movement measures to develop ways to better assist those who struggle with learning in the online environment.

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