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The dual-user training system is essential for fostering motor skill learning, particularly in complex operations. However, the challenge lies in the optimal tradeoff between trainee ability and engagement level. To address this problem, we propose an intelligent agent that coordinates trainees’ control authority during real task engagement to ensure task safety during training. Our approach avoids the need for manually set control authority by expert supervision. At the same time, it does not rely on pre-modeling the trainee’s skill development. The intelligent agent uses a deep reinforcement learning (DRL) algorithm based on trainee performance to adjust adaptive engagement during the training process. Our investigation aims to provide reasonable engagement for trainees to improve their skills while ensuring task safety. Our results demonstrate that this system can seek the policy to maximize trainee participation while guaranteeing task safety.

Purpose The purpose of the study is to investigate the role of information security policy compliance and the role of information systems auditing in identifying non-compliance in the workplace, with specific focus on the role of non-malicious insiders who unknowingly or innocuously thwart corporate information security (IS) directives by engaging in unsafe computing practices. The ameliorative effects of auditor-identified training and motivational programs to emphasize pro-security behaviors are explored. Design/methodology/approach This study applies qualitative case analysis of technology user security perceptions combined with interpretive analysis of depth interviews with auditors to examine and explain the rubrics of non-malicious technology user behaviors in violation of cybersecurity directives, to determine the ways in which auditors can best assist management in overcoming the problems associated with security complacency among users. Findings Enterprise risk management benefits from audits that identify technology users who either feel invulnerable to cyber threats and exploits or feel that workplace exigencies augur for expedient workarounds of formal cybersecurity policies. Research limitations/implications Implications for consideration of CyberComplacency and Cybersecurity Loafing expand the insider threat perspective beyond the traditional malicious insider perspective. Practical implications Implications for consideration of CyberComplacency and Cybersecurity Loafing include broadened perspectives for the consultative role of IS audit in the firm. Social implications CyberComplacency is a practice that has great potential for harm in all walks of life. A better understanding of these potential harms is beneficial. Originality/value This study is the first to characterize CyberComplacency as computer users who feel they operate invulnerable platforms and are subsequently motivated to engage in less cybersecurity diligence than the company would desire. This study is also the first to characterize the notion of Cybersecurity Loafing to describe technically competent workers who take unauthorized but expedient steps around certain security polices in the name of workgroup efficiency.

This case report describes the redesign process for an undergraduate evidence-based practice (EBP) nursing course in which the librarian serves as both co-instructor and co-instructional designer. As part of the undergraduate outcomes-based core curriculum, this required course teaches the principles of the research process; teaches students to identify the strengths and limitations of research articles in relation to EBP; and builds student confidence in their abilities to execute information literacy, data management, and scholarly communication competencies. The course redesign built on an existing student-centered course design, with the specific goal of transitioning the course from a senior-level course to a sophomore-level course, while achieving the same learning objectives. This goal was accomplished by integrating a combination of distributed practice and interleaved practice learning experiences into the course curriculum.

This health communication project measured the psychosocial influences of computer anxiety, computer confidence, and computer self-efficacy in older adults at six meal congregate sites. The adults completed a five-week education intervention, based on Bandura's self-efficacy model, designed to assist older adults in retrieving and evaluating health information resources on the Internet. One hundred thirty-seven participants, ages sixty-five and older, were randomized in a controlled, two-group, pre-post, repeated measures design. Participants in the intervention group received a two-hour training session, once a week for five weeks. The Computer Confidence Subscale and Computer Anxiety Subscale of the Computer Attitude Scale and the Computer Self-Efficacy Measure were administered to both groups at three time intervals: at baseline, completion of the five-week intervention, and six weeks after completion of the intervention. Data were analyzed using repeated measures analysis of variance. Findings showed a reduction in computer anxiety and increases in computer confidence and computer self-efficacy in retrieving and evaluating online health information (P<0.001). The study suggests an array of possibilities to engage older adults in the use of Internet health information resources to better contribute to their health, independence, safety, and wellness.

In China, a BCI competition was firstly organized by Tsinghua University in 2010. Since 2017, the BCI competition has been organized by China Electronics Society as part of World Robotics Conference. Turi et al. demonstrate that the emotional state of the user impacts performance when learning to control a four-class mental imagery BCI and present a multi-stage, user-centered training protocol to enable successful control, even in stressful situations, such as training for a competitive BCI race. Robinson et al. show that closed-loop BCI calibration paradigms with real-time feedback are more engaging for the pilot, achieve better online performance, and lead to more localized brain activation patterns when compared to conventional open-loop BCI calibration paradigms.

Language identification (“LI”) is the problem of determining the natural language that a document or part thereof is written in. Automatic LI has been extensively researched for over fifty years. Today, LI is a key part of many text processing pipelines, as text processing techniques generally assume that the language of the input text is known. Research in this area has recently been especially active. This article provides a brief history of LI research, and an extensive survey of the features and methods used in the LI literature. We describe the features and methods using a unified notation, to make the relationships between methods clearer. We discuss evaluation methods, applications of LI, as well as off-the-shelfLI systems that do not require training by the end user. Finally, we identify open issues, survey the work to date on each issue, and propose future directions for research in LI.

Significance & Background: Cellular therapy product administration is a specialized task for inpatient and outpatient oncology nurses. Many steps of care are documented across the complex care continuum of patients receiving cellular therapy. Documentation can be fragmented when some elements are documented on paper and others electronically. Additionally, documentation compliance is imperative for regulatory purposes. Oncology nursing leaders from two entities within an academic medical center sought feedback from bedside nurses on how to improve the process of cellular therapy product administration. The group focused on the paper cellular therapy flowsheet as a starting point. Purpose: Oncology nursing leaders sought to reduce variations in care (e.g., vital sign monitoring, administration procedure) to align nursing documentation of cellular therapy product administration through the design and implementation of an Electronic Medical Record (EMR) flowsheet. The secondary aims of transitioning from paper to EMR documentation were to increase awareness and compliance of regulatory requirements related to cellular therapy infusion documentation, improve data collection, and promote alignment with the quality management plan. Interventions: Oncology nursing leaders assembled an interdisciplinary team including cellular therapy quality personnel, an EMR analyst, bedside nurses, and other subject matter experts. The group met over several months to revise the flowsheet before it was built. Development of the flowsheet followed a Plan-Do-StudyAct methodology. The end result is one flowsheet with multiple display options for administration of cryopreserved products, noncryopreserved products, and immune effector cells. Prior to implementation of the flowsheet, the project leads developed and provided end-user education. Results: The Cellular Therapy Flowsheet was implemented in January 2024 across multiple hospital entities. All elements of the administration of cellular therapy products now occur in discrete fields. This allows for simple reporting and auditing of the data elements recorded. With the optimization, it is not necessary to scan paper infusion record flowsheet into the EMR. Both hospitals now follow a standardized vital sign protocol and administration procedure for cellular therapy product administration. Discussion: It is important for oncology nurses to have technology solutions that enhance their workflows. Many out-of-the-box EMR flowsheets do not match the workflows of the end-users. Collaboration with EMR analysts is essential to develop custom EMR workflows that streamline systems for a workforce that has many complex tasks.

End-User Training (EUT) has enjoyed a rich tradition of research in Information Systems. However, with the growing pace of change in technology and the dynamic nature of business, organizations are spending an increasing amount of money on end-user training. Training methods are also changing with little research to support new approaches. Thus, extensive research is required in the future. To be credible, end-user training research should preserve and build upon the significant literature that exists, both in IS and Education. This paper provides a review of EUT literature focusing on training methods. It summarizes research findings, while pointing out key future research issues.

Individuals have different learning styles and thus require different methods for knowledge acquisition. Whereas learning theories have long acknowledged this fact, personalised negotiation trainings especially for electronic negotiations have rarely been developed. This paper integrates learning styles and negotiation styles and reports on an implementation of this integration. We will discuss personalised negotiation trainings, namely an enactive training and a vicarious training, that we developed to match the learners’ learning styles. Such a matching is proposed to be beneficial regarding learning outcomes. Furthermore, positive effects on the dyadic negotiation outcomes are assumed. To this end, an experiment with participants from different European countries was conducted. The results show tendencies that personalised negotiation trainings lead to better skill acquisition during the training and also to fairer negotiation outcomes. Overall, this paper contributes an integration of the theories on individual differences from the domains of negotiation and learning as well as valuable insights for further experiments on individual differences in negotiations.

This research studies the influence of individual knowledge mastery of competency task performance of Enterprise Resource Planning (ERP) learners. The research design involved the assessment of participants' ERP competency, each of whom participated in four games of a computer-based simulation, ERPsim. ERP knowledge was assessed using a validated questionnaire, which included questions with different complexity levels. Results indicate that although reported student grade point average is not a predictor of ERP competency, ERP knowledge mastery (particularly complex knowledge) does predict ERP competence. While mastering basic ERP knowledge does not predict the competency of the participants, these results can provide useful guidelines with respect to teaching and assessment practices, as well as the development of ERP curricula. To effectively prepare learners to be able to perform in authentic learning contexts, instructors could emphasize the mastery of complex knowledge and consequently use complex knowledge test questions as a component of the instruction.