ASU Electronic Theses and Dissertations
This collection includes most of the ASU Theses and Dissertations from 2011 to present. ASU Theses and Dissertations are available in downloadable PDF format; however, a small percentage of items are under embargo. Information about the dissertations/theses includes degree information, committee members, an abstract, supporting data or media.
In addition to the electronic theses found in the ASU Digital Repository, ASU Theses and Dissertations can be found in the ASU Library Catalog.
Dissertations and Theses granted by Arizona State University are archived and made available through a joint effort of the ASU Graduate College and the ASU Libraries. For more information or questions about this collection contact or visit the Digital Repository ETD Library Guide or contact the ASU Graduate College at gradformat@asu.edu.
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Description
This study investigated the effects of concurrent audio and equivalent onscreen text on the ability of learners of English as a foreign language (EFL) to form associations between textual and aural forms of target vocabulary words. The study also looked at the effects of learner control over an audio sequence on the association of textual and aural forms of target words. Attitudes towards experimental treatments and reported level of cognitive load were also examined in the context of a computer-based multimedia instructional program. A total of 200 college students took part in the study. Participants were randomly assigned to experimental conditions in a 2 x 3 factorial design with level of learner control (learner-controlled vs. not-learner-controlled) and format of presentation of information (audio + no text vs. audio + full text vs. audio + keyword text) as factors. The subjects completed a pretest, a posttest, cognitive load questions, and an attitude questionnaire. The results revealed the following findings: (a) groups in the audio + keyword text conditions outperformed those in the audio + no text and audio + full text conditions on text-sound association, (b) within the audio + keyword text conditions, the learner-controlled group outperformed the not-learner-controlled group on text-sound association, (c) within the learner-controlled conditions, the audio + keyword group outperformed the audio + no text and audio + full text groups on text-sound association, (d) a redundancy effect was not found for any treatment condition, and (e) overall, participants had positive attitudes towards the treatments. Implications, limitations, and future directions are discussed within the frameworks of cognitive load theory and cognitive theory of multimedia learning.
ContributorsEnciso Bernal, Ana Maria (Author) / Nelson, Brian C. (Thesis advisor) / Savenye, Wilhelmina (Committee member) / Atkinson, Robert K. (Committee member) / Arizona State University (Publisher)
Created2014
Description
In an effort to stress the benefits of the application of renewable energy to the next generation of science, technology, engineering, arts, and mathematics (STEAM) professionals, instructional modules on energy and biogas were integrated into a summer camp curriculum that challenged students to apply STEAM concepts in the design and development of chain reaction machines. Each module comprised an interactive presentations and a hands-on component where students operated a manipulative relevant to the content. During summer 2013, this camp was implemented at two high schools in Arizona and one in Trinidad and Tobago. Assessments showed that the overall modules were effective in helping students learn and retain the information presented on energy and biogas production. To improve future implementations of these modules, specifically the module on biogas production, the anaerobic digester was redesigned. In addition, a designed experiment was conducted to determine how to optimize the influent and operational environment that is available in an average high school classroom to generate maximum biogas yield. Eight plug-flow anaerobic digesters made of PVC piping and fixtures were used in a 2x3 factorial design assessing: co-digestion (20mL or 50mL) used cooking oil, temperature (25°C or 40°C), and addition of inoculum (0mL or 200mL). Biogas production was captured at two intervals over a 30-day period, and the experiments were replicated three times. Results showed that temperature at 40°C significantly increased biogas production and should be used over 25°C when using anaerobic digesters. Other factors that may potentially increase biogas production are combination of temperature at 40°C and 50mL of used cooking oil. In the future, the improvements made in the design of the anaerobic digester, and the applications of the finding from the experimental design, are expected to lead to an improved manipulative for teaching students about biogas production.
ContributorsMcCall, Shakira Renee (Author) / Dalrymple, Odesma O (Thesis advisor) / Bradley, Rogers (Committee member) / Hristovski, Kiril (Committee member) / Arizona State University (Publisher)
Created2014
Description
There has been considerable advancement in the algae research field to move algae production for biofuels and bio-products forward to become commercially viable. However, there is one key element that humans cannot control, the natural externalities that impact production. An algae cultivation system is similar to agricultural crop farming practices. Algae are grown on an area of land for a certain time period with the aim of harvesting the biomass produced. One of the advantages of using algae biomass is that it can be used as a source of energy in the form of biofuels. Major advances in algae research and development practices have led to new knowledge about the remarkable potential of algae to serve as a sustainable source of biofuel. The challenge is to make the price of biofuels from algae cost-competitive with the price of petroleum-based fuels. The scope of this research was to design a concept for an automated system to control specific externalities and determine if integrating the system in an algae cultivation system could improve the algae biomass production process. This research required the installation and evaluation of an algae cultivation process, components selection and computer software programming for an automated system. The results from the automated system based on continuous real time monitored variables validated that the developed system contributes insights otherwise not detected from a manual measurement approach. The implications of this research may lead to technology that can be used as a base model to further improve algae cultivation systems.
ContributorsPuruhito, Emil (Author) / Sommerfeld, Milton (Thesis advisor) / Gintz, Jerry (Thesis advisor) / Alford, Eddie (Committee member) / Arizona State University (Publisher)
Created2014
Description
This thesis is an initial test of the hypothesis that superficial measures suffice for measuring collaboration among pairs of students solving complex math problems, where the degree of collaboration is categorized at a high level. Data were collected
in the form of logs from students' tablets and the vocal interaction between pairs of students. Thousands of different features were defined, and then extracted computationally from the audio and log data. Human coders used richer data (several video streams) and a thorough understand of the tasks to code episodes as
collaborative, cooperative or asymmetric contribution. Machine learning was used to induce a detector, based on random forests, that outputs one of these three codes for an episode given only a characterization of the episode in terms of superficial features. An overall accuracy of 92.00% (kappa = 0.82) was obtained when
comparing the detector's codes to the humans' codes. However, due irregularities in running the study (e.g., the tablet software kept crashing), these results should be viewed as preliminary.
in the form of logs from students' tablets and the vocal interaction between pairs of students. Thousands of different features were defined, and then extracted computationally from the audio and log data. Human coders used richer data (several video streams) and a thorough understand of the tasks to code episodes as
collaborative, cooperative or asymmetric contribution. Machine learning was used to induce a detector, based on random forests, that outputs one of these three codes for an episode given only a characterization of the episode in terms of superficial features. An overall accuracy of 92.00% (kappa = 0.82) was obtained when
comparing the detector's codes to the humans' codes. However, due irregularities in running the study (e.g., the tablet software kept crashing), these results should be viewed as preliminary.
ContributorsViswanathan, Sree Aurovindh (Author) / VanLehn, Kurt (Thesis advisor) / T.H CHI, Michelene (Committee member) / Walker, Erin (Committee member) / Arizona State University (Publisher)
Created2014
Description
Proper cell growth and differentiation requires the integration of multiple signaling pathways that are maintained by various post-translational modifications. Many proteins in signal transduction pathways are conserved between humans and model organisms. My dissertation characterizes four previously unknown manners of regulation in the Drosophila Decapentaplegic (Dpp) pathway, a pathway within TGF-beta family. First, I present data that the Dpp signal transducer, Mothers Against Dpp (Mad), is phosphorylated by Zeste-white 3 (Zw3), a kinase involved in the Wingless pathway. This phosphorylation event occurs independently of canonical phosphorylation of Mad by the Dpp receptor. Using ectopic expression of different alleles of Mad, I show that Zw3 phosphorylation of Mad occurs during the cell cycle in pro-neuronal cells and the loss of phosphorylation of Mad by Zw3 results in ectopic neuronal cells. Thus, Mad phosphorylation by Zw3 is necessary for cell cycle control in pro-neuronal cells. Second, I have shown that the regulator dSno, which has previously been shown to be a TGF-beta antagonist and agonist, is also a Wingless pathway antagonist. Loss of function flip-out clones and ectopic expression of dSno both resulted in changes of Wingless signaling. Further analysis revealed that dSno acts at or below the level of Armadillo (Arm) to inhibit target gene expression. Third, I have demonstrated that the protein Bonus, which is known to be involved in chromatin modification, is required in dorsal-ventral patterning. Further experiments discovered that the chromatin modifier is not only a necessary Dpp agonist, but it is also necessary for nuclear localization of Dorsal during Toll signaling. Last, I showed that longitudinal lacking-like (lola-like) is also required in dorsal-ventral patterning. The loss of maternally expressed lola-like prevents dpp transcription. This shows that lola-like is integral in the Dpp pathway. The study of these four proteins integrates different signaling pathways, demonstrating that the process of development is a web of connections rather than a linear pathway.
ContributorsQuijano, Janine C (Author) / Newfeld, Stuart J (Thesis advisor) / Goldstein, Elliott (Committee member) / Chandler, Douglas (Committee member) / Capco, David (Committee member) / Arizona State University (Publisher)
Created2014
Description
This dissertation describes Space Vector 1 and Space Vector 2, two video games that introduce Newtonian mechanics concepts. Space Vector 1 is a side-scrolling game, in which players choose to drop bombs or supplies. Players had to identify if the physics was correct during a mission, or they had to plot the trajectory of a falling object, which was then simulated. In Space Vector 2, players were given velocity and acceleration values and had to plot the trajectory of a spaceship across a grid, or players were given a trajectory of a spaceship on a grid and had to program the velocity and acceleration values to produce the trajectory. Space Vector 1 was evaluated with 65 college undergraduates. Space Vector 2 was evaluated with 18 high school students. All participants were given a subset of the Force Concept Inventory, a standard assessment tool in physics education, as a pretest and posttest. Space Vector 1 was evaluated with a single group pretest-posttest design. Space Vector 2 was evaluated with a 2 x 2 ANOVA, where the factors were game mechanic (prediction mechanic or programming mechanic) and bonus questions (bonus question after a mission or no bonus question). Bayesian statistical methods were used for the data analysis. The best estimate for the average change in test scores for Space Vector 1 was a score gain of 1.042 (95% Highest Density Interval (HDI) [0.613, 1.487]) with an effect size of 0.611 (95% HDI [0.327, 0.937]). The best estimate for the grand mean of change scores in Space Vector 2 was an increase of 0.78 (95% HDI [-0.3, 1.85]) with an effect size of 0.379 (95% HDI [-0.112, 0.905]). The prediction
o bonus question version produced the largest change in score, where the best estimate for the mean change score was an increase of 1.2. The estimation intervals for the Space Vector 2 results were wide, and all included zero as a credible value.
o bonus question version produced the largest change in score, where the best estimate for the mean change score was an increase of 1.2. The estimation intervals for the Space Vector 2 results were wide, and all included zero as a credible value.
ContributorsKeylor, Eric Karl (Author) / Gee, James P. (Thesis advisor) / Stevens, Scott M. (Committee member) / Nelson, Brian C. (Committee member) / Atkinson, Robert K. (Committee member) / Arizona State University (Publisher)
Created2014
Description
This study aims to unearth monological and monocultural discourses buried under the power of the dominant biomedical model governing the HIV/AIDS debate. The study responds to an apparent consensus, rooted in Western biomedicine and its "standardizations of knowledge," in the production of the current HIV/AIDS discourse, especially in Sub-Saharan Africa. As a result, biomedicine has become the dominant actor (in) writing and rewriting discourse for the masses while marginalizing other forms of medical knowledge. Specifically, in its development, the Western biomedical model has arguably isolated the disease from its human host and the social experiences that facilitate the disease's transmission, placing it in the realm of laboratories and scientific experts and giving full ownership to Western medical discourse. Coupled with Western assumptions about African culture that reproduce a one-sided discourse informing the social construction of HIV/AIDS in Africa, this Western monopoly thus constrained the extent and efficacy of international prevention efforts. In this context, the goal for this study is not to demonize the West and biomedicine in general. Rather, this study seeks an alternative and less monolithic understanding currently absent in scientific discourses of HIV/AIDS that frequently elevates Western biomedicine over indigenous medicine; the Western expert over the local. The study takes into account the local voices of Sub-Saharan Africa and how the system has affected them, this study utilizes a Foucauldian approach to analyze discourse as a way to explore how certain ways of knowledge are formed in relation to power. This study also examines how certain knowlege is maintaned and reinforced within specific discourses.
ContributorsAbdalla, Mohamed (Author) / Jacobs, Bertram (Thesis advisor) / Robert, Jason (Committee member) / Klimek, Barbara (Committee member) / Arizona State University (Publisher)
Created2014
Description
Teaching evolution has been shown to be a challenge for faculty, in both K-12 and postsecondary education. Many of these challenges stem from perceived conflicts not only between religion and evolution, but also faculty beliefs about religion, it's compatibility with evolutionary theory, and it's proper role in classroom curriculum. Studies suggest that if educators engage with students' religious beliefs and identity, this may help students have positive attitudes towards evolution. The aim of this study was to reveal attitudes and beliefs professors have about addressing religion and providing religious scientist role models to students when teaching evolution. 15 semi-structured interviews of tenured biology professors were conducted at a large Midwestern universiy regarding their beliefs, experiences, and strategies teaching evolution and particularly, their willingness to address religion in a class section on evolution. Following a qualitative analysis of transcripts, professors did not agree on whether or not it is their job to help students accept evolution (although the majority said it is not), nor did they agree on a definition of "acceptance of evolution". Professors are willing to engage in students' religious beliefs, if this would help their students accept evolution. Finally, professors perceived many challenges to engaging students' religious beliefs in a science classroom such as the appropriateness of the material for a science class, large class sizes, and time constraints. Given the results of this study, the author concludes that instructors must come to a consensus about their goals as biology educators as well as what "acceptance of evolution" means, before they can realistically apply the engagement of student's religious beliefs and identity as an educational strategy.
ContributorsBarnes, Maryann Elizabeth (Author) / Brownell, Sara E (Thesis advisor) / Brem, Sarah K. (Thesis advisor) / Lynch, John M. (Committee member) / Ellison, Karin (Committee member) / Arizona State University (Publisher)
Created2014
Description
Facial projection--i.e., the position of the upper face relative to the anterior cranial fossa--is an important component of craniofacial architecture in primates. Study of its variation is therefore important to understanding the bases of primate craniofacial form. Such research is relevant to studies of human evolution because the condition in
Homo sapiens--in which facial projection is highly reduced, with the facial skeleton located primarily inferior (rather than anterior) to the braincase--is derived vis-à-vis other primates species, including others in the genus Homo. Previous research suggested that variation in facial projection is explained by: (1) cranial base angulation; (2) upper
facial length; (3) anterior cranial base length; (4) anterior sphenoid length; and/or (5) anterior middle cranial fossa length. However, previous research was based on taxonomically narrow samples and relatively small sample sizes, and comparative data on facial projection in anthropoid primates, with which these observations could be
contextualized, do not currently exist.
This dissertation fills this gap in knowledge. Specifically, data corresponding to the hypotheses listed above were collected from radiographs from a sample of anthropoid primates (N = 37 species; 756 specimens) . These data were subjected to phylogenetically-controlled multiple regression analyses. In addition, multivariate and univariate models were statistically compared, and the position of Homo sapiens relative to univariate and multivariate regression models was evaluated.
The results suggest that upper facial length, anterior cranial base length, and, to a lesser extent, cranial base angle are the most important predictors of facial projection. Homo sapiens conforms to the patterns found in anthropoid primates, suggesting that these same factors explain the condition in this species. However, a consideration of the
evidence from the fossil record in the context of these findings suggests that upper facial length is the most likely cause of the extremely low degree of facial projection in Homo sapiens. These results downplay the role of the brain in shaping the form of the human cranium. Instead, these results suggest that reduction in facial skeleton size--which may
be due to changes in diet--may be more important than previously suggested.
Homo sapiens--in which facial projection is highly reduced, with the facial skeleton located primarily inferior (rather than anterior) to the braincase--is derived vis-à-vis other primates species, including others in the genus Homo. Previous research suggested that variation in facial projection is explained by: (1) cranial base angulation; (2) upper
facial length; (3) anterior cranial base length; (4) anterior sphenoid length; and/or (5) anterior middle cranial fossa length. However, previous research was based on taxonomically narrow samples and relatively small sample sizes, and comparative data on facial projection in anthropoid primates, with which these observations could be
contextualized, do not currently exist.
This dissertation fills this gap in knowledge. Specifically, data corresponding to the hypotheses listed above were collected from radiographs from a sample of anthropoid primates (N = 37 species; 756 specimens) . These data were subjected to phylogenetically-controlled multiple regression analyses. In addition, multivariate and univariate models were statistically compared, and the position of Homo sapiens relative to univariate and multivariate regression models was evaluated.
The results suggest that upper facial length, anterior cranial base length, and, to a lesser extent, cranial base angle are the most important predictors of facial projection. Homo sapiens conforms to the patterns found in anthropoid primates, suggesting that these same factors explain the condition in this species. However, a consideration of the
evidence from the fossil record in the context of these findings suggests that upper facial length is the most likely cause of the extremely low degree of facial projection in Homo sapiens. These results downplay the role of the brain in shaping the form of the human cranium. Instead, these results suggest that reduction in facial skeleton size--which may
be due to changes in diet--may be more important than previously suggested.
ContributorsRitzman, Terrence (Author) / Schwartz, Gary T (Thesis advisor) / Kimbel, William H. (Committee member) / Kaufman, Jason (Committee member) / Arizona State University (Publisher)
Created2014
Description
For this master's thesis, a unique set of cognitive prompts, designed to be delivered through a teachable robotic agent, were developed for students using Tangible Activities for Geometry (TAG), a tangible learning environment developed at Arizona State University. The purpose of these prompts is to enhance the affordances of the tangible learning environment and help researchers to better understand how we can design tangible learning environments to best support student learning. Specifically, the prompts explicitly encourage users to make use of their physical environment by asking students to perform a number of gestures and behaviors while prompting students about domain-specific knowledge. To test the effectiveness of these prompts that combine elements of cognition and physical movements, the performance and behavior of students who encounter these prompts while using TAG will be compared against the performance and behavior of students who encounter a more traditional set of cognitive prompts that would typically be used within a virtual learning environment. Following this study, data was analyzed using a novel modeling and analysis tool that combines enhanced log annotation using video and user model generation functionalities to highlight trends amongst students.
ContributorsThomas, Elissa (Author) / Burleson, Winslow (Thesis advisor) / Muldner, Katarzyna (Committee member) / Walker, Erin (Committee member) / Glenberg, Arthur (Committee member) / Arizona State University (Publisher)
Created2014