Bethany Huntington
Biographic Data
| ID | 7954762 |
|---|---|
| NAME | Bethany Huntington |
| GIVEN NAMES | Bethany |
| FAMILY NAME | Huntington |
| SIGNATURE | HUNTINGTON B |
| AFFILIATIONS | University of Nottingham |
| ORCID | 0000-0003-0437-2090 |
| VERIFIED | Yes |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 2 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2023 |
| H-INDEX | 0 |
Pedagogical features of interactive apps for effective learning of foundational skills
Interactive apps are commonly used to support the acquisition of foundational skills. Yet little is known about how pedagogical features of such apps affect learning outcomes, attainment and motivation—particularly when deployed in lower‐income contexts, where educational gains are most needed. In this study, we analyse which app features are most effective in supporting the acquisition of foundational literacy and numeracy skills. We compare fiv…
The Effectiveness of Self-Guided Virtual-Reality Exposure Therapy for Public-Speaking Anxiety
Objectives: Self-guided virtual-reality exposure therapy (VRET) is a psychological intervention that enables a person to increase their own exposure to perceived threat. Public-speaking anxiety (PSA) is an anxiety-provoking social situation that is characterized by fear of negative evaluation from an audience. This pilot study aimed to determine whether self-guided VRET (1) increases exposure to PSA-specific virtual social threats, and (2) reduce…
No prominent works on this page.
The Effectiveness of Self-Guided Virtual-Reality Exposure Therapy for Public-Speaking Anxiety
Objectives: Self-guided virtual-reality exposure therapy (VRET) is a psychological intervention that enables a person to increase their own exposure to perceived threat. Public-speaking anxiety (PSA) is an anxiety-provoking social situation that is characterized by fear of negative evaluation from an audience. This pilot study aimed to determine whether self-guided VRET (1) increases exposure to PSA-specific virtual social threats, and (2) reduce…
Pedagogical features of interactive apps for effective learning of foundational skills
Interactive apps are commonly used to support the acquisition of foundational skills. Yet little is known about how pedagogical features of such apps affect learning outcomes, attainment and motivation—particularly when deployed in lower‐income contexts, where educational gains are most needed. In this study, we analyse which app features are most effective in supporting the acquisition of foundational literacy and numeracy skills. We compare fiv…
Psychology (2 works) · Anxiety (1 works) · Anxiety, Depression, Psychometrics, Treatment, Cognitive Processes (1 works) · Arousal (1 works) · Attachment and Relationship Dynamics (1 works) · Child Development and Digital Technology (1 works) · Clinical Psychology (1 works) · Clinical Psychology (1 works) · Computer Science (1 works) · Exposure therapy (1 works)