Manual Material Handling Training: The Effect of Self-Observation, Hetero-Observational and Intrinsic Feedback on Workers’ Knowledge and Behaviour

This study aimed to assess the effect of systematic self-observation, hetero-observational feedback, and feedforward and intrinsic feedback (SsObserWork components) on workers’ knowledge and behaviour of a manual material handling (MMH) technique in the industrial sector. Blue-collar workers recruited from a food processing company in Catalonia (Spain) were randomized into SsObserWork (N = 31) and control (N = 30) groups. SsObserWork group members participated individually in two sessions and a three-week follow-up between sessions where they received the SsObserWork components. The control group participated individually in two sessions where they received a standard MMH training. An ad hoc instrumentcalled the MMH-SsObserWork instrument was used to assess the MMH behaviour, and an adaption of the instrument was done to assess the workers’ knowledge. Significant differences were found between groups for the identification of recommended back positions in the first session and also on comparing both sessions. However, no differences were found for the rest of the criteria. There also were significant differences between groups in the score changes of the back, knee joints, elbow joints, and interaction criterion, indicating that the SsObserWork group improved the MMH performance in these criteria (behaviour). SsObserWork intervention showed a positive effect on improving the knowledge and behaviour of the MMH technique, specifically on back posture.

Learning number sense through digital games with intrinsic feedback

The paper proposes a new interdisciplinary approach to helping low attaining learners in basic mathematics. It reports on the research-informed design and user testing of an adaptive digital game based on constructionist tasks with intrinsic feedback. The approach uses findings from the neuroscience of dyscalculia, cognitive science research on conceptual understanding in mathematics, and mathematical education research to inform the detailed pedagogic design. It is interdisciplinary in the sense that it synthesises the results from multiple disciplines in the design principles. It then exploits the new capabilities of digital technologies to develop the design for testing with learners, and capturing appropriate data. The initial pilot has shown that the game supports learners age 5-7 years for independent learning of the kind that low attaining learners will need in order to keep pace with mainstream learners. The experimental work will evaluate this and similar games for learners of all ages who have low numeracy. In general, the approach is to (i) focus on a problem at the intersection of robust evidence in both education and neursocience; and (ii) use this data to design and test a digital intervention that fully exploits the adaptive and interactive features of learning technology.