The MiniMovers (MM) APP combines motor development theory with creativity expertise and has been designed to provide parents with developmentally appropriate activities to support children’s motor skills. This study investigates how MiniMovers activities enabled parents to support their children’s physical development. Families participated in an 8-week MM programme of activities from the MM APP (Mini, Mighty and Mega levels), with pre- and post-intervention data collected using multiple tools (e.g., motion capture system, force plate, eye-tracking glasses, and videos). Mixed research methods were applied among children (N = 8; aged 21–79 months) and their parents, providing quantitative analysis on children’s performance (running, throwing, jumping, kicking, balancing and catching), as well as qualitative analysis on parents’ attitude and behaviour (two-weekly feedback surveys and interviews). Lab-based measures showed significant improvements in run time, underarm throwing distance, and horizontal jump distance. Test of Gross Motor Development-3 showed a significant gain in running, underarm and overarm throwing, horizontal jump and kicking. Further, developmental stages indicated significant improvements in running, kicking and catching. Parents reported increased enjoyment and knowledge, children’s enjoyment, independence and confidence. This pilot study provides support for the research and development of the MM App and suggests more research into the use of APPs to support home activities among families with young children.

The MiniMovers (MM) APP combines motor development theory with creativity expertise and has been designed to provide parents with developmentally appropriate activities to support children’s motor skills. This study investigates how MiniMovers activities enabled parents to support their children’s physical development. Families participated in an 8-week MM programme of activities from the MM APP (Mini, Mighty and Mega levels), with pre- and post-intervention data collected. Mixed research methods were applied among children (N=8; aged 21-79 months) and their parents, providing quantitative analysis on children’s performance (running, throwing, jumping, kicking, balancing and catching), as well as qualitative analysis on parents’ attitude and behaviour (co-activity questionnaire, two-weekly feedback surveys and interviews). Kinematic data and kinetic data were captured using marker-based motion capture system and a force plate, respectively. For catching, children at Mighty and Mega levels were also tested using eye-tracking glasses. Videos were recorded for developmental stage evaluation. The results showed that five children improved across different ages, with two children improving in almost all tasks, and three children who had more tasks that improved than did not. Parents reported increased levels of co-activity, increased children’s enjoyment, independence, and confidence. This pilot study provides support for the research and development of MM App and suggests a need for more research into the use of APPs to support in home activities among families with young children.

Clinical placements are an essential component of the education provision for students of medicine and other health professions. However, opportunities to achieve learning outcomes cannot be consistent across students due to the very nature of their exposure to different patients in different timeframes and settings. In addition, the unpredictability of attendance of patients and the impact of the COVID-19 pandemic has resulted in few opportunities to experience more than one point in a patient journey. An innovative online virtual environment named Wales' Virtual Hospital (WVH) was developed using agile software development and User-Centred Design approach. This research paper presents the comprehensive usability and user experience (UX) studies that were conducted to evaluate all aspects of WVH by end-users and experts. The main contribution of this research is in the case study of evaluating a newly developed innovative online virtual environment, where behavioural and subjective feedback were collected to test the usability and the effectiveness of the learning experience. For this paper not all the outcomes of the evaluation process are reported, instead a key outcome of each iterative cycle is given as an example. The evaluation approach developed and used in this research could be adopted by other researchers to evaluate similar systems.