Embedded Files
A Quick Recap
A Quick Recap
Insights from the Research Images from Google Images
Needs Analysis
Needs Analysis
Findings
64.5% of the respondents reported that insomnia negatively affected their lives at a level of 3 or more (on a scale of 1 to 5).
Work/study/social pressure, overuse of electronic devices, irregular sleep routines, and excessive mental activities are the main causes of young adults’ insomnia.
Knowledge, habits, and motivation gaps are three main areas for improvement.
Design Implication
Ensure that the content addresses both theoretical concepts and practical applications, bridging the habit and knowledge gap in young adults.
Integrate interactive elements, social support systems, and goal-setting features to strengthen user motivation.
Learner Analysis
Learner Analysis
Findings
Young adults recognize the importance of addressing insomnia but may not feel extremely driven to do so.
Home and educational spaces are primary locations for engaging in learning activities.
Young adults have a strong preference for online, self-paced, and bite-sized learning.
Design Implication
Design the learning experience to be concise and easily accessible, allowing learners to engage from the comfort of their homes or educational environments.
Provide options for learners to personalize their learning journey based on their unique goals.
Learning Goals and Objectives
Goals
Goals
◉ Gain a foundational understanding of the scientific principles governing sleep.
◉ Recognize the critical importance of sleep.
◉ Establish basic sleep hygiene practices and behavioral techniques to enhance sleep quality.
◉ Cultivate the ability to evaluate the effectiveness of implemented sleep strategies.
◉ Harness motivation to actively manage personal sleep health.
Objectives
Remember
◉ Define circadian rhythms and explain their significance in regulating sleep-wake cycles.
◉ Describe the two-process model of sleep regulation and the roles of melatonin and caffeine.
◉ Identify the stages of the sleep cycle and their characteristics (Wake, REM, NREM1, NREM2, SWS).
Understand
◉ Explain how modern factors such as light exposure, temperature, caffeine, alcohol, and alarms affect sleep quality.
◉ Discuss the underlying reasons why humans need to sleep and the implications of inadequate sleep on health and well-being.
Apply
◉ Utilize the SATED Sleep Questionnaire, Sleep Diary, and Sleep Hygiene Index (SHI) to assess personal sleep fulfillment and hygiene.
◉ Practice progressive muscle relaxation (PMR) techniques as a method for reducing stress.
Analyze
◉ Compare cognitive behavioral therapy for insomnia (CBT-i) and sleep medication in terms of effectiveness and potential side effects.
◉ Break down the causes and consequences of sleep deprivation, examining the physiological, cognitive, and emotional effects.
Evaluate
◉ Assess the effectiveness of implemented sleep strategies and treatments through self-reflection and objective measures.
Create
◉ Design personalized sleep improvement plans based on individual needs and preferences.
Early Ideas Images from Google Images
Early Ideas Images from Google Images
Idea #1 "Video Learning Series: Deal with Insomnia"
A series of instructional videos which present factual and practical knowledge about sleep hygiene practices and behavioral techniques.
Main Features
Complex concepts about sleeping hygiene are broken down into simple, digestible segments to avoid overwhelming learners.
Multiple visual demonstrations are combined and applied to illustrate knowledge, such as animations, graphics, and charts.
Step-by-step demonstrations of various sleep hygiene practices and behavioral techniques are included in the instructional videos.
The pace of viewing videos can be tailored by learners. Videos are allowed to be paused, played at various speeds, and re-viewed.
Logic Model
Rationale
Multimedia Learning: Texts, graphics, audio, and animations are integrated to enhance learners’ comprehension and engagement. Video tutorials can guide learners through hands-on tasks and skill-building activities.
Behavior Modeling: The videos provide examples for learners to observe and imitate the behavioral techniques to deal with insomnia and improve sleeping quality.
Practice: The videos contain instructions for basic sleep hygiene practices. Activities and exercises are also designed for learners to get familiar with those sleeping-enhancing skills.
Direct Instruction: Each unit of the videos present the learning objectives. Sequenced instructions on how to apply specific techniques are contained in the contents.This learning strategy allows for clear presentation and immediate recall practice.
Self-Directed Learning: Videos are allowed to be paused, played at various speeds, and re-viewed. This makes the learning experience more flexible. Contents are divided into manageable segments, which allows learners to navigate through the material in a non-linear way.
Pros
Clear Demonstration: Videos allow for the demonstration of techniques such as relaxation exercises or setting up a sleep-friendly environment, which may be difficult to convey through text alone.
High Flexibility: Learners can pause, rewind, and rewatch videos as needed, allowing them to learn at their own pace and convenience.
Accessibility: Instructional videos can be easily accessed anytime and anywhere with an internet connection.
Cons
Limited Interactivity: Unlike games or simulations, videos typically offer limited opportunities for learners to ask questions or seek clarification in real time.
Leads to Distraction: While videos can be engaging, there is still the risk of learners becoming disengaged or distracted, particularly if the content is too long or not engaging enough.
Lack of Peer Interaction: The opportunities to interact with peers provided by videos are very limited. Without feedback from peers, learners are not that likely to gain insights and exchange ideas.
Considerations
Exploratory Learning vs. Direct Instruction: It needs to be considered how to balance direct instructions in the videos with other instructional strategies that encourage higher-order thinking, creativity, and independent learning.
Idea #2 "Audio-Text Learning: Sleep Science Explorer"
A learning platform that combines text and audio materials to provide a personalized and interactive journey through the principles of sleep science.
Main Features
Each scientific principle of sleep is presented through textual content and audio exposition, divided into different levels and modules, allowing users to select suitable learning paths.
Each learning unit includes textual materials and corresponding interactive audio exercises. At the end of each module, users must complete a small quiz to unlock the next module.
Interactive exploratory activities guide users through specific sleep habit cases, facilitating the identification of potential issues and underlying scientific principles through comparative learning.
Logic Model
Rationale
Direct Instruction: Through explicit and structured teaching methods, it facilitates the clear conveyance of foundational concepts and knowledge, assisting young adults in building a solid foundation in sleep science.
Counterexample: Enhance conceptual understanding and cultivate critical thinking by fostering higher-order skills like analysis and evaluation, enabling learners to effectively apply knowledge in real-life scenarios.
Self-Directed Learning: Encouraging learning based on individual interests and rhythms, it fosters learners' self-motivation and active exploration, thereby improving learning efficiency and satisfaction.
Goal Setting and Self-Regulation: Promotes self-regulated learning and autonomy by allowing learners to set their own goals and assess progress, improving self-management.
Cognitivism: Help construct and organize knowledge frameworks, promoting deep learning and understanding, thus better adapting and applying knowledge to complex real-world contexts.
Pros
Support for Self-paced Learning: Allowing users to learn at their own pace caters to the busy features of young adults, enhancing the flexibility and autonomy of learning.
Enhance Memory Retention: Stimulating both visual and auditory channels simultaneously helps users learn in different formats, strengthening memory and understanding.
Igniting Learning Motivation and Increasing Engagement: Offers instant feedback and rewards, enhancing engagement and motivation while fostering long-term interest and challenge-driven learning.
Cons
Variability in User Experience: Users have diverse preferences for learning materials. A lack of visual or interactive learning materials might hinder some learners' effectiveness.
Limited Interactivity: Compared to more highly interactive learning methods, its interactivity may still be limited which may impact learners' sense of engagement and depth of learning.
Lack of Social Interaction: It restricts learners from engaging in discussions with other learners. The absence of peer support may decrease motivation and sense of engagement, thereby impacting learning effectiveness and satisfaction.
Considerations
User Experience Design: Ensuring the platform's interface is intuitive, content organization is clear, and learning pathways are straightforward which can help reduce cognitive load for learners, enabling them to focus more on the learning content itself.
Idea #3 "Sleep Strategy Simulator"
An interactive simulation game that allows learners to select and implement different strategies in a simulated sleep environment.
Main Features
There are characters within the virtual world that the players can meet. While interacting with them, players can gain facts and utilize them for personal strategies.
Challenges are designed for players to earn points and unlock new levels, encouraging them to explore and engage with the game further.
Within the simulator is a plugin forum that forms an online community where players can exchange experiences and strategies, discuss gameplay tactics, and connect with fellow enthusiasts.
Logic Model
Rationale
Game and Simulation: Provide young adults with immediate feedback on their perception and choices of behavior to correct misconceptions promptly.
Game-based Learning: Utilize interactive elements and goal-setting features to personalize a learner's journey based on their unique goals, fostering engagement from the comfort of their home environments.
Participation in Communities of Practice: Not only strengthens user motivation by promoting a sense of community but also learns from experienced peers to bridge the knowledge gap.
Self-Directed Learning: Provide options to explore, experiment, and set their own goals within the game, so individuals can personalize their learning experience based on their interests and preferences, fostering autonomy.
Constructivism: Through the process of discovery and reflection, individuals are able to deepen their comprehension and knowledge retention, promoting a more meaningful and lasting learning experience.
Computing, Social Media: Compared to text and video-based learning materials, computing and social media features can deepen user engagement and facilitate connections with peers.
Pros
Engaging Learning Experience: Provides an immersive and interactive learning experience, making it enjoyable for players to engage with educational content.
Immediate Feedback: Players receive immediate feedback on their actions within the game, allowing for quick learning and adjustment of strategies.
Social Interaction: Fosters social interaction and collaboration among players, promoting shared learning experiences.
Cons
Technical Issues: Some players may experience technical glitches or difficulties with the game's performance, impacting their overall experience.
Potential Distraction: The engaging nature of the game may lead to distractions or detract from focused learning, especially if players become overly immersed in the gameplay.
Limited Content Depth: While the game covers a range of educational topics, the depth of content may be limited compared to traditional learning materials, potentially missing out on more comprehensive learning opportunities.
Considerations
Privacy and Safety: Implement robust privacy and safety measures, particularly if the game includes social media integration or online features, to protect players' personal information and ensure a secure gaming environment.
Final Proposal “DreamQuest: Sleep Mastery"
Final Proposal “DreamQuest: Sleep Mastery"
Summary
An interactive online course, accessible on both web and mobile platforms, integrates multimedia learning, simulation games, and online forums across four structured sections.
This course will progressively guide learners from basic comprehension to advanced application and critical evaluation of sleep science concepts, facilitating a comprehensive understanding and practical application of sleep hygiene practices. It is designed to be self-paced, allowing learners to access the materials at their convenience, ensuring flexibility in their learning journey.
To motivate learners and monitor their progress, the course is gamified: a point system is integrated throughout the course. Learners' achievements are tracked through these points, and the points for each week will become stars which can be later traded on the MOOC platform for more free courses. Upon completion of the course, they will receive certificates with badges that reflect their earned stars in each module, recognizing their level of mastery and engagement.
Course at A Glance
Logic Model
Logic Model
Here is the link of our logic model.
Narrative
After completing this online course on insomnia, learners will be able to gain scientific knowledge about sleep, manage basic sleep hygiene practices, recognize the importance of sleep, evaluate the effectiveness of implemented sleep strategies, and be motivated to continuously learn. These short-term outcomes lead to the application of learned knowledge and skills in real-life scenarios, continuous practice, and improvement in sleep quality. Ultimately, these efforts result in long-term impacts such as being free from insomnia, enhanced work/study/social performance, improved health conditions and well-being, and cultivated inner calmness.
There are six key activities in our design: Video Modules, Reading Modules, Quizzes and Exam Modules, Forum Participation, Simulation Gameplay, and Self-Assessment. Let me walk you through the details and purpose of each one.
Video Module
The design of the video module has the following details:
Week 1: Introduction to sleep science through pre-recorded videos.
Week 2: Learning and understanding sleep hygiene practices via videos.
Week 3: Acquisition of skills to assess sleep habits using video content.
Week 4: Engagement in case studies through videos, demonstrating sleep improvement plans and customization techniques.
Designed Outcomes:
Short-term: Gain scientific knowledge; Manage basic sleep hygiene practices; Recognize the importance of sleep
Mid-term: Application of learned knowledge and skills in real-life scenarios; Continuous practice; Improved Sleep Quality
Long-term: Free from Insomnia; Enhanced Work/Study/Social Performance; Improved health conditions and well-being; Cultivated Inner Calmness
Design Rationale:
Video: Utilizing a blend of visual and auditory elements, alongside animations like slow-motion and time-lapse, the videos enrich comprehension of complex sleep science. This method not only captures learners' attention but also supports self-paced review, making it easier to grasp and apply sleep techniques and concepts.
Self-Directed Learning: The course empowers learners to guide their own learning journey through interactive materials like videos, texts, and simulations. It encourages active participation in understanding sleep issues, offering flexibility to learn at one's own pace and fostering reflection to integrate new insights with existing knowledge.
Direct Instruction: Structured over four weeks, the course progresses from basic facts to skill development and complex applications. Each week is introduced with an overview video outlining objectives and content, complemented by various assessments and a gamification system to track progress. An online forum promotes community interaction and expert advice, enhancing the learning experience through clear, structured guidance.
Multimedia Learning: By leveraging text, audio, video, animations, simulated games, and online tests, this approach offers a dynamic and immersive learning experience. Grounded in Mayer's multimedia learning principles, it stimulates visual and auditory senses to enhance memory and information processing. This rich, engaging method deepens understanding of complex sleep concepts, boosting learner engagement and retention.
Behavior Modeling: Leveraging Aker’s social learning theory, Week 2 allows learners to observe and emulate expert practices in sleep hygiene, PMR, and sleep diary maintenance through video demonstrations. This approach encourages imitation learning, where observing expert behaviors facilitates the adoption of similar practices, reinforced by sharing experiences in a forum.
Textual Modules
The design of Reading modules has the following details:
Week 2: Practice the PMR for two times with guidance in both text and audio and relaxing music.
Week 3: Read a text material on the comparison of cognitive behavioral therapy for insomnia (CBT-i) and sleep medication in terms of effectiveness and potential side effects. (Or listen to the audio recording of the text.)
Designed Outcomes:
Short-term: Gain scientific knowledge; Recognize the importance of sleep
Medium-term: Application of learned knowledge and skills in real-life scenarios; Continuous practice;
Long-term: Free from Insomnia;
Design Rationale:
Audio/Text Integration: In Week 2, learners engage with Progressive Muscle Relaxation (PMR) exercises twice, guided by instructions in both text and audio format and soothing music, which aids in concentration and step-by-step execution. Text materials serve dual roles: as primary learning content and supplementary resources, offering structured information sequencing and supporting self-paced, self-directed learning through reviewable behavioral techniques.
Practical Application: The course incorporates practical activities in Week 2, including sleep hygiene and PMR exercises, along with keeping sleep diaries. These hands-on activities are designed to immerse learners in the application of course concepts, offering a firsthand understanding of sleep practices. Sharing insights on the forum encourages community learning and feedback, enhancing knowledge consolidation and skill refinement.
Multimedia Learning: By leveraging text, audio, video, animations, simulated games, and online tests, this approach offers a dynamic and immersive learning experience. Grounded in Mayer's multimedia learning principles, it stimulates visual and auditory senses to enhance memory and information processing. This rich, engaging method deepens understanding of complex sleep concepts, boosting learner engagement and retention.
Quizzes and Exam Modules
The design of Quizzes and exam modules has the following details:
Week 1: Complete an objective test with 3 multiple-choice questions and 2 short answer questions for the knowledge in the videos.
Week 2: Complete a constructed response quiz about PMR.
Week 3: Acquisition of skills to assess sleep habits using video content.
Week 4: Engagement in case studies through videos, demonstrating sleep improvement plans and customization techniques.
Design Outcomes:
Short-term: Evaluate the effectiveness of implemented sleep strategies
Medium-term: Improved Sleep Quality
Long-term: Enhanced Work/Study/Social Performance; Improved health conditions and well-being; Cultivated Inner Calmness
Design Rationale:
Goal Setting and Self-Regulation: In week 4, the course requires learners to design their personalized sleep improvement plans, aligning with the SMART principle of goal setting. This can empower learners to get goals tailored to their individual sleep challenges and preferences, fostering self-regulation as they take ownership of their learning process. Throughout the entire course, we add quizzes and a grading system to help learners monitor their self-learning progress and conduct self-reflection in time, so as to adjust learning strategies and improve learning results.
Counterexample: In our objective tests (multiple-choice questions), we included the concept of counterexample. By including distractors that represent common misconceptions or plausible but incorrect answers, we want learners to critically analyze their understanding of the topic. This challenges them to not only recall factual information but also to evaluate the validity of various statements presented to them.
Forum Participation
The design of Forum participation has the following details:
Week 1: Share reflections on the forum and comment on each other.
Week 2: Share reflections of the sleep hygiene video/PMR video/sleep diary on the forum and comment on each other.
Week 3: Share reflections on evaluating sleep practice on the forum and comment on each other.
Week 4: Create a wrap-up presentation (in any form, like video, essay, mind map, note, etc.) to summarize what they learned in the past 4 weeks.
Design Outcomes:
Short-term: Evaluate the effectiveness of implemented sleep strategies; Motivated to continuously learn
Medium-term: Continuous practice; Improved Sleep Quality
Long-term: Free from Insomnia; Enhanced Work/Study/Social Performance; Improved health conditions and well-being; Cultivated Inner Calmness
Design Rationale:
Social Learning Theory: In Week 3, learners engage with videos and peer discussions to observe and emulate expert behaviors and attitudes, incorporating Social Learning Theory. This approach promotes both direct and vicarious learning experiences by encouraging learners to absorb new knowledge through the observation of social interactions and expert demonstrations, aiming to enhance their understanding and application of sleep practices.
Social Media: Our course leverages social media through an online forum, enabling activities such as post-class feedback and reflective sharing. This platform ensures accountability and fosters a transparent, collaborative environment by making contributions visible to all members of the learning community. Through mutual commentary and constructive feedback, learners can share diverse viewpoints and enhance their collective learning experience, building a strong sense of community and shared commitment to educational goals.
Simulation Gameplay
The design of Gamified challenges has the following details:
Week 1: Play a 5-minute simulation game. It is required to simulate one's own lifestyle to direct the character's actions. (in terms of their daytime activities, eating and drinking habits, sleep routines, etc.) Play the simulation game for another 5 minutes. This time, utilize insights from the video course to implement strategies for managing the character's sleep.
Design Outcomes:
Short-term: Motivated to continuously learn
Medium-term: Continuous practice
Long-term: Free from Insomnia
Design Rationale:
Gamification: Learners can track their achievements and progress by earning points, which are rewarded with different titles at the end of the course to indicate mastery of sleep science concepts. This gamification approach makes the learning process more enjoyable and challenging, thereby enhancing learners' motivation and engagement. Moreover, it provides immediate feedback on learners' progress, enabling them to see their growth. Through this gamified learning experience, we aim to enhance enjoyment and participation in learning and effectively promote learners' cognition of sleep and behavioral changes.
Computing: The use of computing is implemented through our simulation game. In Week 1 and Week 2, the game offers a dynamic and immersive approach to learning about sleep-related concepts and practicing sleep hygiene techniques. We chose this technology for its interactivity, personalization, engagement, experiential learning, and feedback mechanisms to optimize learning outcomes. Our goal is to reinforce learning through active participation and to encourage critical thinking and decision-making skills as players navigate different scenarios.
Self-Assessment
The design of Self-Assessment has the following details:
Week 1: Write after-class reflections on their two gameplay experiences regarding their different choices and outcomes.
Week 2: Try different sleep hygiene practices and assess them with SHI in the simulation. Upload a screenshot of the assessment and the final score; Practice the PMR for two times with audio guidance and relaxing music. Demonstrate a PMR practice and evaluate with our AI software to receive feedback and ratings; Log in to the personal diary system (integrated with the LMS) and write the first sleep diary for yesterday, including bedtime and wake-up time, sleep latency, night awakenings, sleep quality, daytime sleepiness, lifestyle factors, and mood and stress patterns.
Week 4: Fill out an online survey regarding their learning experience with the course.
Design Outcomes:
Short-term: Gain scientific knowledge; Manage basic sleep hygiene practices; Evaluate the effectiveness of implemented sleep strategies
Medium-term: Application of learned knowledge and skills in real-life scenarios; Continuous practice; Improved Sleep Quality
Long-term: Free from Insomnia; Enhanced Work/Study/Social Performance; Improved health conditions and well-being; Cultivated Inner Calmness
Design Rationale:
Goal Setting and Self-Regulation: In week 4, the course requires learners to design their personalized sleep improvement plans, aligning with the SMART principle of goal setting. This can empower learners to get goals tailored to their individual sleep challenges and preferences, fostering self-regulation as they take ownership of their learning process. Throughout the entire course, we add quizzes and a grading system to help learners monitor their self-learning progress and conduct self-reflection in time, so as to adjust learning strategies and improve learning results.
Self-Directed Learning: The course empowers learners to guide their own learning journey through interactive materials like videos, texts, and simulations. It encourages active participation in understanding sleep issues, offering flexibility to learn at one's own pace and fostering reflection to integrate new insights with existing knowledge.
We found studies and empirical evidence shaped and validated the decision to include the above features. Key findings include:
Creating a supportive community through online forums, group discussions, and peer collaboration can foster a sense of belonging and encourage motivation. (Sarsar, 2012)
Participating in interactive activities provides learners with opportunities to observe, do, and demonstrate. (Kustyarini, Utami, & Koesmijati, 2020)
Gamification strategies, aligned with instructional objectives and user context, are effective in improving student participation and encouraging extracurricular learning. (Huang & Hew, 2015)
Personalization helps manage the cognitive load by tailoring learning materials to students' Working Memory Capacity, thus preventing cognitive overload and enhancing learning efficiency. (Chang, Kurcz, El-Bishouty, Kinshuk & Graf, 2015).
Online education provides flexibility in terms of scheduling and learning pace, allowing students to fit their studies around other commitments such as work or family responsibilities. (Radović-Marković, 2010).
We’ll take these findings into account as we continue to develop this activity/feature.
Activities and Assessment
Activities and Assessment
Visual Organizer
Here is an activity journey map to illustrate the objectives and activities of each week.
Click here to check the User Journey Map.
Detailed Activities, Assessment, and Rubrics
🧐 Week 1: Understand Sleep Science
Activities
Activities
Watch a short overview video (< 1 min) of the objective and content for this week.
Sleep Science
Play a 5-minute simulation game. It is required to simulate one's own lifestyle to direct the character's actions. (in terms of their daytime activities, eating and drinking habits, sleep routines, etc.)
Watch a series of pre-recorded videos (5-15 minutes in total, 1-3 minutes for each, explaining the importance of sleep, circadian rhythms, model of sleep regulation, sleep cycle, and factors influencing sleep).
Complete an objective test with 3 multiple-choice questions and 2 short answer questions for the knowledge in the videos.
Play the simulation game for another 5 minutes. This time, utilize insights from the video course to implement strategies for managing the character's sleep.
Write after-class reflections on their two gameplay experiences regarding their different choices and outcomes.
Share reflections on the forum and comment on each other.
Assessment
Assessment
Sleep Science | Post-session Quiz | Multiple Choice Questions:
1. What is the primary function of sleep?
a. To conserve energy
b. To process and consolidate information
c. To regulate body temperature
d. To maintain social relationships
2. Which of the following is a key factor influencing circadian rhythms?
a. Exposure to natural light
b. Exercise intensity
c. Consumption of caffeine
d. Social interactions
3. During which stage of the sleep cycle are individuals most likely to experience vivid dreams?
a. Stage 1
b. Stage 2
c. REM sleep
d. Slow-wave sleep
Sleep Science | Post-session Quiz | Short Answer Questions:
Describe how the model of sleep regulation helps in understanding sleep patterns.
Discuss 1-2 strategies for improving sleep hygiene based on the knowledge from the videos.
Sleep Science | After-class Reflection | Surveys and Questionnaires:
Share your experiences with managing sleep in the simulation game. What strategies did you find most effective?
Compare and contrast your gameplay experiences with those of your peers. Were there any surprising insights or common challenges?
Rubrics
Rubrics
🎯 Week 2: Practice Sleep Techniques
Activities
Activities
Watch a short overview video (< 1 min) of the objective and content for this week.
Sleep Hygiene Index
Watch a 3-minute procedure video of using Sleep Hygiene Index (SHI) to assess different sleep hygiene practices.
Try different sleep hygiene practices and assess them with SHI in the simulation.
Upload a screenshot of the assessment and the final score.
Share reflections on the forum and comment on each other.
Progressive Muscle Relaxation (PMR)
Watch a 3-minute procedure video of how to do PMR techniques.
Complete a constructed response quiz about PMR.
Practice the PMR for two times with guidance in both text and audio and relaxing music.
Demonstrate a PMR practice and evaluate with our AI software to receive feedback and ratings.
Share reflections on the forum and comment on each other.
Sleep Diary
Watch a 2-minute procedure video of how to keep a sleep diary.
Log in to the personal diary system (integrated with the LMS) and write the first sleep diary for yesterday, including bedtime and wake-up time, sleep latency, night awakenings, sleep quality, daytime sleepiness, lifestyle factors, and mood and stress patterns.
Share reflections on the forum and comment on each other.
Assessment
Assessment
Sleep Hygiene Index | In-class Assessment | Simulation:
Try different sleep hygiene practices and assess them with SHI in the simulation.
PMR | In-class Assessment | Performance Rating:
Record practice and evaluate with our AI software to receive scores.
PMR | Post-session Quiz | Constructed Response Test:
Describe the steps involved in performing progressive muscle relaxation (PMR).
PMR, Sleep Hygiene, Sleep Diary | After-class Reflection | Surveys and Questionnaires:
Share any observations or insights you gained from trying different sleep hygiene practices in the simulation. Any challenges you encountered?
Discuss the potential benefits of practicing PMR for improving sleep quality and reducing stress.
Share your thoughts and experiences after practicing PMR for two times. Did you notice any changes in your relaxation or sleep quality?
Describe your process of logging your first sleep diary entry for yesterday. What insights did you gain from this exercise?
Rubrics
Rubrics
📋 Week 3: Evaluate Sleep Practices
Activities
Activities
Watch a short overview video (< 1 min) of the objective and content for this week.
Sleep Therapy
Read a text material on the comparison of cognitive behavioral therapy for insomnia (CBT-i) and sleep medication in terms of effectiveness and potential side effects. (Or listen to the audio recording of the text.)
Create a list of pros and cons of cognitive behavioral therapy for insomnia (CBT-i) and sleep medication.
Share reflections on the forum and comment on each other.
Sleep Practice
Watch a 5-minute animated video with different examples of sleep practices.
Complete the case study exercise.
Share the work on the forum and comment on each other.
Assessment
Assessment
Sleep Therapies | Assignment | Constructed Response Test:
List down the pros and cons for cognitive behavioral therapy for insomnia (CBT-i) and sleep medication.
Sleep Practices | Assignment | Case Study with Constructed Response Test:
Complete the case study.
Rubrics
Rubrics
🌃 Week 4: Customize Your Sleep
Activities
Activities
Watch a short overview video (< 1 min) of the objective and content for this week.
Sleep Improvement Plan
Case study with an expert in a pre-recorded video (3-4 examples/total 8 minutes): examples of sleep improvement plans with advanced organizers.
Design their own sleep improvement plan with advanced organizers.
Upload their plan and explanation privately on the system for instructors/experts to gain feedback.
Wrap-up
Create a wrap-up presentation (in any form, like video, essay, mind map, note, etc.) to summarize what they learned in the past 4 weeks.
Fill out an online survey regarding their learning experience with the course.
Assessment
Assessment
Sleep Improvement Plan | Assignment | Project Work:
Utilize advanced organizers and develop a personalized sleep improvement plan.
Wrap-up | Assignment | Project Work:
Create a wrap-up presentation (in any form, like video, essay, mind map, note, etc.) to summarize things learned.
Wrap-up | User Research | Surveys and Questionnaires:
Rate the overall learning experience with the course on a scale of 1 to 5.
Provide feedback on specific aspects of the course, such as content clarity, interactive activities, and instructor support.
Reflect on how your understanding of insomnia has evolved and how you plan to apply this knowledge in your daily life moving forward.
Share any suggestions for improvement or topics for future course iterations.
For each section, on a scale of 1 to 5, please rate how well you feel you achieved your learning objectives:
Understand Sleep Science
Practice Sleep Techniques
Evaluate Sleep Practices
Customize Your Sleep
Rubrics
Rubrics
🌟Scales and Descriptions of Badges on the Completion Certificate
Novice (0-1⭐):
Learners demonstrate a limited understanding of sleep science concepts and techniques. Their performance indicates significant gaps in knowledge and comprehension.
Apprentice (2-4⭐):
Learners show some understanding of sleep science concepts and techniques, but their performance is inconsistent.
Adept (5-7⭐):
Learners exhibit a satisfactory understanding of sleep science concepts and techniques. They demonstrate basic critical thinking skills and can apply course content adequately.
Expert (8-10⭐):
Learners demonstrate a strong grasp of sleep science concepts and techniques. Their performance consistently meets or exceeds expectations, showing proficiency in critical thinking and application of course content.
Master (11-12⭐):
Learners exhibit exceptional understanding and application of sleep science concepts and techniques. Their work reflects a high level of proficiency, creativity, and engagement with course materials.
Design Rationale
Design Rationale
Learning Methods Images from Google Images
Multimedia Learning
Learners can learn, reinforce, and apply knowledge of sleep, sleep techniques, and measurement methods through various media such as text, audio, video, animation, simulated games, and online tests. According to Mayer's principles of multimedia learning, stimulating both visual and auditory senses simultaneously can effectively enhance information processing and memory. Moreover, this method provides a rich learning environment, creating an immersive learning experience that makes the learning process more vivid and engaging. Through this approach, it helps strengthen learners' understanding and memory of complex concepts, thus increasing their engagement in the course (Ainsworth, 2014).
Simulation and Games
Our Sleep Strategy Simulator in Week 1 is designed to provide learners with an interactive platform to explore, experiment, and make decisions related to sleep management within a safe and controlled setting. By immersing learners in realistic scenarios and challenges, the simulator facilitates hands-on learning and encourages the application of theoretical knowledge to practical situations. The intended outcomes include increased motivational levels for learners, as they engage with interactive content, and efficacy of learning through experience, leading to accelerated learning times and deeper understanding of sleep management concepts (De Freitas, 2006).
Self-directed learning
Self-directed learning is applied throughout the learning experience, such as the introductory videos in each week’s content. In the e-learning course, texts, videos and simulations are provided, which allow learners to pause, continue and review at any time. This approach is centered on the learner, empowering them to control their learning process. The course encourages learners to take an initial role in their sleeping issues, and find their own pace to deal with them. Learners are also expected to engage in reflection to connect new knowledge with existing knowledge, enhancing understanding and retention (Dirksen, 2018).
Goal Setting and Self-Regulation
In Week 4, the course requires learners to design their personalized sleep improvement plans, aligning with the SMART principle of goal setting. This can empower learners to get goals tailored to their individual sleep challenges and preferences, fostering self-regulation as they take ownership of their learning process. Throughout the entire course, we add quizzes and a grading system to help learners monitor their self-learning progress and conduct self-reflection in time, so as to adjust learning strategies and improve learning results (Dirksen, 2018).
Gamification
Learners can track their achievements and progress by earning points, which are rewarded with different titles at the end of the course to indicate mastery of sleep science concepts. This gamification approach makes the learning process more enjoyable and challenging, thereby enhancing learners' motivation and engagement. Moreover, it provides immediate feedback on learners' progress, enabling them to see their growth. Through this gamified learning experience, we aim to enhance enjoyment and participation in learning and effectively promote learners' cognition of sleep and behavioral changes (Alsawaier, 2018).
Social Learning Theory
In Week 3: Evaluate Sleep Practices, learners have the opportunity to observe and model behaviors and perspectives demonstrated by experts and other learners through watching videos and engaging in discussions with peers. This observational learning process aligns with the principles of Social Learning Theory, enabling them to acquire new insights by connecting social cues and examples. With this method, we aim to foster not only direct experiential learning but also vicarious learning experiences (Bandura & Walters, 1977).
Behavior Modeling
In Week 2: Practice Sleep Techniques, learners can observe how the experts in the videos practice sleep hygiene and PMR, as well as how to write a sleep diary. Then they will be given the chance to imitate the process and share their experience on the forum to reinforce their learning outcomes. This is in alignment with the imitative learning in Aker’s social learning theory emphasizing individuals directly observing the behaviors performed by others and then engaging in the same behavior as a result of imitation (Akers & Jennings, 2015).
Direct Instruction
The 4-week learning materials are arranged in a sequence from factual knowledge to skills acquisition, and to complex application. For every week, learners will know the objectives and content for the week through a short overview video, and there will be different kinds of assessment after each part of learning. Also, we gamify the course with a point system to track learners’ progression and incorporate an online forum for learners to share and comment with their peers as well as communicate with experts. This design is well aligned with the direct instruction, helping learners improve learning outcomes through structured and explicit teaching methods (Stockard et al., 2018).
Counterexample
In our objective tests (multiple-choice questions), we included the concept of counterexample. By including distractors that represent common misconceptions or plausible but incorrect answers, we want learners to critically analyze their understanding of the topic. This challenges them to not only recall factual information but also to evaluate the validity of various statements presented to them (Dirksen, 2018).
Practice
In week 2, the course contains hands-on activities such as sleep hygiene practice, PMR techniques practice, and sleep diaries. These activities can encourage learners to actively engage with the material and experience firsthand the benefits of sleep practices discussed in the course.
In addition, learners can share their experiences and insights from practicing on the course forum, which aligns with the principles of feedback. Feedback can help learners consolidate their understanding, identify areas for improvement, and refine their sleep improvement plans (Dirksen, 2018).
Learning Theory
Cognitivism
Cognitivism focuses on designing instructional strategies that promote meaningful learning by engaging learners’ cognitive processes, such as attention, memory, and problem-solving skills.
Simulation is a good way to engage learners’ attention and problem-solving skills. In the simulation in week 1, learners are asked to play the simulation game before and after viewing the video course. The simulation game challenges learners to apply their understanding of insomnia-related concepts in a practical context.
The learning experience also creates learning environments encouraging connections with previously learned material. For example, in week 4, there is a wrap-up presentation in which learners have to summarize what they learned in the past 4 weeks. This activity helps learners to build connections between the learned contents and organize learned information, which is a key feature of cognitivism (Ertmer & Newby, 2013).
Media and Technology
Videos
In week 1, students learn various aspects of sleep science by watching pre-recorded videos. In week 2, they learned and comprehended different practices of sleep hygiene through videos. In week 3, students acquired knowledge on how to assess sleep habits via video. In week 4, they engaged in case studies by watching videos exemplifying sleep improvement plans, thereby learning how to customize their sleep. These videos combined visual and auditory elements to convey intricate information, enhancing learners' comprehension of the knowledge while effectively capturing and sustaining their attention.
Moreover, the videos employ animation techniques such as slow-motion or time-lapse footage to vividly depict dynamic changes in processes, techniques, and concepts. This is particularly useful for understanding sleep science concepts, learning sleep techniques, and evaluating different steps. Additionally, these videos supported self-guided learning, allowing learners to watch and review key points at their own pace.
Through the videos, learners could swiftly grasp essential concepts and learning objectives, thus enhancing learning efficiency. The visual examples and detailed explanations in the videos helped mitigate misunderstandings and ensured the accurate transmission of information. Ultimately, by providing clear steps and methods, these videos aided learners in applying acquired knowledge to real-life sleep scenarios (Koumi, 2006).
Audio/Text
In week 2, learners practice the PMR for two times with audio guidance and relaxing music. Audio helps them concentrate on the instructions. The verbal cues in the audio guide the learners through each step of the PMR process, ensuring that they engage in the technique.
Text is the one of the most used technologies in the learning experience. Two types of texts are used: 1) independent text learning materials; 2) texts as assistant material. Text enables the linear sequencing of information in a structured format, and is particularly good at handling abstraction and generalization, mainly through written language. Also, the behavioral techniques in texts allow learners to review at any time, which fosters self-directed learning (Bates, 2015).
Computing
The use of computing is implemented through our simulation game. In Week 1 and Week 2, the game offers a dynamic and immersive approach to learning about sleep-related concepts and practicing sleep hygiene techniques. We chose this technology for its interactivity, personalization, engagement, experiential learning, and feedback mechanisms to optimize learning outcomes. It can reinforce learning through active participation and to encourage critical thinking and decision-making skills as players navigate different scenarios (Park, Conway & McMillan, 2016).
Social Media
The integration of Social Media is facilitated through our online forum, allowing for activities like providing after-class feedback on gameplay experiences or sharing reflections after each practice. The public nature of these forums promotes accountability and transparency, as students understand that their contributions are visible to peers and instructors alike. Additionally, by engaging in commenting on each other's feedback, students can exchange perspectives and provide constructive criticism, fostering a collaborative learning environment. Ultimately, it can cultivate a sense of community and shared responsibility for achieving learning outcomes (Dawson, 2008).
Reflections
During this design phrase, we all learned a lot. These are our reflections:
References
References
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Akers, R. L., & Jennings, W. G. (2015). Social learning theory. The handbook of criminological theory, 230-240.
Alsawaier, R. S. (2018). The effect of gamification on motivation and engagement. International Journal of Information and Learning Technology, 35(1), 56–79. https://doi.org/10.1108/ijilt-02-2017-0009
Bandura, A., & Walters, R. H. (1977). Social learning theory (Vol. 1). Prentice Hall: Englewood cliffs.
Bates, T. (2015). Teaching in a Digital Age, chapter 7
Chang, T. W., Kurcz, J., El-Bishouty, M. M., Kinshuk, & Graf, S. (2015). Adaptive and personalized learning based on students’ cognitive characteristics. Ubiquitous learning environments and technologies, 77-97.
Dirksen, J. (2015). Design for how people learn. New Riders.
Dirksen, J. (2016). Design for How People Learn, Chapter 7
Dirksen, J. (2018). Design for How People Learn, Chapter 3
Dirksen, J. (2018). Design for How People Learn, Chapter 8
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AI Acknowledgement
ChatGPT3.5 used to generate the name of the online course.
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