Simulations and games bring the possibility to research complex processes of managerial decision-making. However, this modern field requires adequate methodological procedures. Many authors recommend the use of a combination of concurrent think-aloud (CTA) or retrospective think-aloud (RTA) with eye-tracking to investigate cognitive processes such as decision-making. Nevertheless, previous studies have little or no consideration of the possible differential impact of both think-aloud methods on data provided by eye-tracking. Therefore, the main aim of this study is to compare and assess if and how these methods differ in terms of their impact on eye-tracking. The experiment was conducted for this purpose. Participants were 14 managers who played a specific simulation game with CTA use and 17 managers who played the same game with RTA use. The results empirically prove that CTA significantly distorts data provided by eye-tracking, whereas data gathered when RTA is used, provide independent pieces of evidence about the participants' behavior. These findings suggest that RTA is more suitable for combined use with eye-tracking for the purpose of the research of decision-making in the game environment.
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http://dx.doi.org/10.3390/s20102750 | DOI Listing |
Digit Health
January 2025
Department of Health Promotion, Maastricht University/CAPHRI, Maastricht, The Netherlands.
Background: The rapidly evolving nature of eHealth necessitates regular optimization and subsequent evaluation. Within the Dutch sexual health intervention Sense.info, we utilized a mixed-methods cyclic evaluation process to assess and optimize the potential impact of the chlamydia page.
View Article and Find Full Text PDFFront Psychol
January 2025
Department of Educational Science, University of Freiburg, Freiburg, Germany.
Although feedback is of high importance for the professional development of student teachers, the impact of (inadequate) feedback on their self-regulated learning is still unclear. In two studies with mathematics student teachers, we investigated how discrepancies between performance and feedback affected two important aspects of self-regulated learning-self-efficacy and self-assessment accuracy regarding mathematical content knowledge. In the first study, = 154 student teachers studying mathematics completed a knowledge test on the Pythagorean theorem and received performance feedback that was either correct or manipulated to be more positive or more negative than actual performance.
View Article and Find Full Text PDFFront Med (Lausanne)
January 2025
Research Department, Acuity Insights, Toronto, ON, Canada.
Introduction: Situational judgment tests (SJT) are commonly used in admissions to measure skills associated with professionalism. Although open-response SJTs have shown strong psychometric properties, assessors' personal beliefs, experiences, and cultural backgrounds may influence how they perceive, organize and evaluate information within test takers' diverse responses. Additionally, SJT research typically focuses on reliability and predictive validity, whereas the construct validity of open response SJTs remains underexplored.
View Article and Find Full Text PDFCleft Palate Craniofac J
January 2025
Section of Plastic Surgery, Michigan Medicine, Ann Arbor, MI, USA.
Objective: Decision-making for elective cleft lip and nose revisions varies widely, from patient-led decisions to more paternalistic approaches. As these procedures incur additional scarring that may impact future interventions, patients should be equipped to participate in these surgical decisions. We thus developed a decision aid based on international standards, and to ensure methodologic rigor, we sought feedback from other surgeons regarding shared decision-making and potential barriers to adopting the decision aid.
View Article and Find Full Text PDFConscious Cogn
January 2025
Department of Psychological and Brain Sciences, University of California Santa Barbara, CA, USA.
Asking participants to Think Aloud is a common method for studying conscious experience, but it remains unclear whether this approach alters thought qualities-such as meta-awareness, rate of topic shifts, or the content of thoughts in task-absent conditions. To investigate this, we conducted two studies comparing thinking aloud to thinking silently. In Study 1, 111 participants alternated between 15-minute intervals of verbalizing and silently reflecting on their stream of consciousness in a counterbalanced design.
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