Design Pattern -
Visual, Auditory & Textual Cueing

Visual, Auditory and Textual Cueing

Name

Visual, Auditory and Textual Cueing Design Pattern

Authors

Plass, J. L., Homer, B. D. and Hayward, E. O. (2009)

Xie, H., Mayer, R. E., Wang, F. and Zhou, Z. (2019)

Weiss, R. E., Knowlton, D. S. and Morrison, G. R. (2002)

Summary

To improve the healthcare delivery, experience and outcomes of prisoners in the secondary care setting.

Illustration

Problem

In terms of both the studied case study and also Blue Team (AC’s group):

Poor access to healthcare services for prisoners and poorer health outcomes for prisoners.

A lack of awareness amongst clinical and non-clinical staff in hospitals (secondary care/acute care) about the issues that are faced by prisoners when accessing secondary care.

Prisoners feeling discriminated against when attending hospital appointments which can lead to self-exclusion from health services whilst imprisoned and feelings of dehumanisation.

In terms of the creation of the design pattern:

The various authors were looking at improving learning outcomes for students by use of single-modality cueing and/or double modality cueing. Some did a review of the current evidence base around this. Quite a few studies have looked at cues both single and multi-modal cues.

Synopsis

The tools, resources and methods we will use to evoke an empathetic response to prisoners from both clinical and non-clinical staff.

Context

A healthcare organisation comprising both non-clinical and clinical staff, some may have disabilities that need to be considered when designing the stories. The resource needs to cater for all learner styles to hopefully engage all users.

Origins

Material

Access to hardware: PC, laptop and mobile devices. To ensure that the mandatory training can take place during the working day whether that is during the day or at night for night staff. Ideally on Trust computers so that it negates staff complaining that they are carrying out training in their own time.

Social

Training can take place organised in teams (non-clinical or clinical) so small socially distanced teams wearing masks or in bookable sessions to encourage social learning. Sharing of ideas and group thoughts about how the situation can be improved. Training can take place individually too.

Intentional

There will be some prejudices around prisoners based on prior knowledge and experiences. There will also be people who are indifferent; there will be a spectrum of beliefs about prisoners.

Solution

The idea of the digital stories which could be animation based is to encourage active and authentic learning. Real stories from real prisoners, surfacing prejudices and marrying those up with new knowledge with the stories of the prisoners. The prisoners showcasing what current healthcare engagement and treatment is like. These stories will steer all staff into thinking what can I do to ensure that as an organisation we are providing outstanding care to people every day including prisoners

Pedagogical aspects

Multi-modality cueing and cognitive load theory: reduced cognitive load for the end user. If animations are used as part of the digital stories, cueing the textual context, the visual content and the audio content and matching these up will greatly reduce the cognitive load.

Constructivism and social constructivism: This is pedagogical aspect is derived from the integrated model of text and picture comprehension. Processing of the images, text and audio lies in the school of constructivism. Promotes and encourages learners to reflect on the content. It is an authentic task using real prisoner stories. Encourages talking to peers.

Cognitivism: Also there is some cognitivism because there is an assumption made by designers by the choice of the visual cues of prior knowledge and possible prejudices being surfaced (e.g. in the prison animation study) are surfaced. Encourages problem solving skills after engaging with the stories leads to the questions “what can I do to make things better?”

Technical aspects

IT hardware such as computers, laptop and mobile hardware see comments above about using organisational hardware and protected time to carry out the training.

Related patterns (optional)

Other patterns are included such as:

The Cognitive Theory of Multimedia Learning (Mayer and Chandler, 2001)

Integrated Model of Text and Picture Comprehension (Schnotz and Bannert, 2003)

Multimedia Learning (Mayer and Moreno, 2003)

Examples

Stockley, R. (2021) Using Animation as a Medium to Help Clinicians Understand the Secondary Healthcare Experiences of Prisoners -, Patient Experience Network, [online] Available at: https://patientexperiencenetwork.org/resources/case-studies/using-animation-as-a-medium-to-help-clinicians-understand-the-secondary-healthcare-experiences-of-prisoners/ (Accessed 5 June 2021).

University College London (2020) Prisoners experience inequality of healthcare in hospitals, UCL News, [online] Available at: https://www.ucl.ac.uk/news/2020/jun/prisoners-experience-inequality-healthcare-hospitals (Accessed 5 June 2021).

Moreau, K. A., Eady, K., Sikora, L. and Horsley, T. (2018) Digital storytelling in health professions education: a systematic review, BMC Medical Education, 18(1), p. 208, [online] Available at: https://doi.org/10.1186/s12909-018-1320-1 (Accessed 5 June 2021).

Xie, H., Mayer, R. E., Wang, F. and Zhou, Z. (2019) Coordinating visual and auditory cueing in multimedia learning., Journal of Educational Psychology, 111(2), pp. 235–255, [online] Available at: http://doi.apa.org/getdoi.cfm?doi=10.1037/edu0000285 (Accessed 5 June 2021).

Data and References

Edge, C., Stockley, R., Walsh, M., Decodts, F., Perryman, B., Lenneskog, M., Kyungdon Lee, T. and Black, G. (2019) Using qualitative data to produce an animated clinical engagement tool: secondary health-care experiences of people in prison, The Lancet, [online] Available at: https://linkinghub.elsevier.com/retrieve/pii/S014067361932834X (Accessed 5 June 2021).

Mayer, R. E. and Chandler, P. (2001) When learning is just a click away: Does simple user interaction foster deeper understanding of multimedia messages?, Journal of Educational Psychology, 93(2), pp. 390–397.

Mayer, R. E. and Moreno, R. (2003) Nine ways to reduce cognitive load in multimedia learning, Educational Psychologist, 38(1), pp. 43–52.

Moreau, K. A., Eady, K., Sikora, L. and Horsley, T. (2018) Digital storytelling in health professions education: a systematic review, BMC Medical Education, 18(1), p. 208, [online] Available at: https://doi.org/10.1186/s12909-018-1320-1 (Accessed 5 June 2021).

Plass, J. L., Homer, B. D. and Hayward, E. O. (2009) Design factors for educationally effective animations and simulations, Journal of Computing in Higher Education, 21(1), pp. 31–61, [online] Available at: http://link.springer.com/10.1007/s12528-009-9011-x (Accessed 5 June 2021).

Schnotz, W. and Bannert, M. (2003) Construction and interference in learning from multiple representation, Learning and Instruction, 13(2), pp. 141–156.

Weiss, R. E., Knowlton, D. S. and Morrison, G. R. (2002) Principles for using animation in computer-based instruction: theoretical heuristics for effective design, Computers in Human Behavior, 18(4), pp. 465–477, [online] Available at: https://linkinghub.elsevier.com/retrieve/pii/S0747563201000498 (Accessed 5 June 2021).

Xie, H., Mayer, R. E., Wang, F. and Zhou, Z. (2019) Coordinating visual and auditory cueing in multimedia learning., Journal of Educational Psychology, 111(2), pp. 235–255, [online] Available at: http://doi.apa.org/getdoi.cfm?doi=10.1037/edu0000285 (Accessed 5 June 2021).