Conscious and Non-Conscious Processes Regulate Minority Older Adults’ Sedentary Behavior

Accumulating evidence suggests that sedentary behavior (SB), or time spent sitting, is regulated by both conscious (e.g., intentions) and non-conscious (e.g., habits) motivational processes. Much of the work investigating these processes has employed summary-based measures of typical motivation and behavior. This study employed ecological momentary assessment (EMA) methods and accelerometry to determine the extent to which conscious and non-conscious processes regulate minority older adults’ momentary decisions to engage in SB. Over the course of the 8-day study, minority older adults (N=91; age range: 60-89 years, 96% Black/African American) answered 6 EMA questionnaires/day on a mobile phone and wore an ActivPAL activity monitor to measure SB. EMA questionnaires assessed momentary intentions to limit SB over the next two hours. SB habit strength was self-reported at an introductory session. Results from a multilevel linear regression model indicated that on occasions when individuals had stronger intentions than usual to limit SB, they subsequently engaged in less SB (b=-3.72, p<0.01). Individuals who had stronger SB habits, tended to engage in more SB (b=3.00, p<0.01). An additional multilevel model revealed that habits did not significantly moderate the association between momentary intentions and subsequent SB (b=-1.06, p=0.09). In conclusion, minority older adults’ momentary SB appears to be directly influenced by both conscious and non-conscious motivational processes, though the interactive effects are unclear. Interventions to reduce minority older adults’ SB should include content to increase intentions to limit SB (e.g., information on instrumental and affective consequences) and disrupt habitual SB (e.g., action planning).

A Professional Development Program Proposal for English Language Teachers

As there is a need to enable English as a foreign language (EFL) teachers to use technology in their classes, this study aims to propose an online in-service teacher training program aiming to prepare EFL teachers in Turkey to use Google Classroom and Piktochart. The planned training module is provided on a virtual online platform known as Second Life (SL). Included in the technology training, there would be an introductory session in which the instructor could ‘walk' the participants through the particulars of operating their virtual selves, as in their ‘avatars'. The course itself could commence with a short tour of the virtual sim being used for the training sessions. Immediately following the introduction, attending avatars and the instructor would congregate in the theatre area sim of the VSTE Island conference venue in-world at SL. The instructor, addressing the participants from the virtual stage, would present according to the agenda of showcasing the possible uses of the online software packages followed by step-by-step procedural instructions for the attendees to follow.

Effects of a Web-Based, Evolutionary Mismatch-Framed Intervention Targeting Physical Activity and Diet: a Randomised Controlled Trial

Background This study sought to test the effectiveness of a 12-week, novel online intervention (Evolife) aiming to increase physical activity level (PAL) and reduce energy intake (EI) among overweight/obese adults. The intervention used an evolutionary mismatch message to frame health information in an engaging way, incorporating evidence-based behaviour change techniques to promote autonomous motivation, self-efficacy and self-regulatory skills. Method Men and women aged 35–74 years with a BMI of 25–40 kg/m2 were eligible. Participants were randomised to receive either the intervention (comprising a face-to-face introductory session, 12 weeks’ access to the Evolife website and a pedometer) or a control condition (face-to-face introductory session and NHS online health resources). PAL was measured objectively and EI was self-reported using 3-day weighed food records. Secondary measures included BMI, waist circumference and blood pressure. Results Sixty people met inclusion criteria; 59 (30 intervention) completed the trial (mean age = 50; 56% male). Differences between groups’ change scores for PAL and EI were of small effect size but did not reach significance (d = 0.32 and d = − 0.49, respectively). Improvements were found in both groups for PAL (int: d = 0.33; control: d = 0.04), EI (int: d = − 0.81; control: d = − 0.16), waist circumference (int: d = − 0.30; control: d = − 0.17) and systolic blood pressure (int: d = − 0.67; control: d = − 0.28). Conclusion The intervention did not lead to significantly greater improvement in PAL or reduction in EI than a minimal intervention control, although the changes in the intervention group were of meaningful effect size and comparable with positive outcomes in larger intervention trials. Trial Registration This trail was registered on www.clinicaltrials.gov on 16 January 2017 (appeared online 26 January 2017), reference NCT03032731.

The Third Biennial 2018 OMERACT First-time Participant Program: A Qualitative and Quantitative Study

Objective.To assess the expanded/refined first-time participant training program.Methods.We conducted a refined new participant program at OMERACT 2018 on days 1–4, in which first-time participants provided feedback with online surveys and a nominal group on Day 4.Results.Twenty first-time participants attended the introductory session and 8–12 attended followup sessions. A high proportion valued the newbie session (100%), rating it overall (91%), content-wise (62%), for presentation quality (82%), and value for the money (82%) as outstanding or good. The nominal group technique identified opportunities for further improvement of breakouts/voting.Conclusion.The expanded new participant training program is valued by attendees.

Gamification in programming - A short introductory session in programming with online games

Nowadays computer science is a diversified discipline with a wide range of interdisciplinary applications. Because of that, teachers at primary or high schools unavoidably face the following problem: What are the most useful fields, topics and applications of computer science and programming, and how can we teach them to be motivating enough for a student from the Z generation. In this paper we give a possible answer for the question above by presenting a short introductory session in programming for students in primary and high school. Our primary aim with the above session is to motivate students to continue their studies in engineering higher education. We also present our experiences about two experimental classes here.