Hinck Glori, Bergmann Thomas F
J Chiropr Educ. 2013 Fall;27(2):158-62. doi: 10.7899/JCE-13-12. Epub 2013 Aug 12.
Objective : We evaluated the feasibility of using mobile device technology to allow students to record their own psychomotor skills so that these recordings can be used for self-reflection and formative evaluation. Methods : Students were given the choice of using DVD recorders, zip drive video capture equipment, or their personal mobile phone, device, or digital camera to record specific psychomotor skills. During the last week of the term, they were asked to complete a 9-question survey regarding their recording experience, including details of mobile phone ownership, technology preferences, technical difficulties, and satisfaction with the recording experience and video critique process. Results : Of those completing the survey, 83% currently owned a mobile phone with video capability. Of the mobile phone owners 62% reported having email capability on their phone and that they could transfer their video recording successfully to their computer, making it available for upload to the learning management system. Viewing the video recording of the psychomotor skill was valuable to 88% of respondents. Conclusions : Our results suggest that mobile phones are a viable technology to use for the video capture and critique of psychomotor skills, as most students own this technology and their satisfaction with this method is high.
我们评估了使用移动设备技术让学生记录自己的心理运动技能的可行性，以便这些记录可用于自我反思和形成性评价。方法：学生可选择使用DVD录像机、Zip驱动器视频捕捉设备，或他们的个人手机、设备或数码相机来记录特定的心理运动技能。在学期的最后一周，要求他们完成一项关于其记录经历的9个问题的调查，包括手机拥有情况、技术偏好、技术难题，以及对记录经历和视频评价过程的满意度。结果：在完成调查的人中，83%目前拥有具备视频功能的手机。在手机拥有者中，62%报告称其手机具备电子邮件功能，并且他们能够将视频记录成功传输到计算机，以便上传到学习管理系统。观看心理运动技能的视频记录对88%的受访者来说很有价值。结论：我们的结果表明，手机是用于视频捕捉和评价心理运动技能的一种可行技术，因为大多数学生拥有这项技术，而且他们对这种方法的满意度很高。
