Catch the Bus©: using a gamified application to introduce travel training for students with exceptionalities
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Gamified learning is becoming more prevalent in educational settings. In this study the authors use a gamified web-based application, Catch the Bus© (CtB) to teach public transportation skills. Navigating public transportation is key to independent living. Existing supports for public transportation training are inadequate for individuals with exceptionalities due to a lack of age appropriateness and immediate ridership feedback. Thus, this research explored the potential of CtB in terms of (i) alleviating anxiety and promoting confidence, and (ii) teaching public transportation skills such as problem solving, map reading, time management, and digital literacy in individuals with exceptionalities. Participants in this mixed-methods study included high school students with exceptionalities (e.g. social and generalized anxieties, dyslexia, autism) in a life skills course taken as preparation for transitioning to independent living. Data sources included pre- post-CtB training surveys and journal reflections of applied CtB training as participants navigated their city. Findings indicate CtB is an effective gamified digital tool for (i) teaching public transportation skills, (ii) promoting confidence with using public transportation, and (iii) alleviating public transportation-related anxiety. Interestingly, findings also revealed a disconnect between participants’ perceived and actual digital competencies, thus warranting further investigation.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it