Theses and Dissertations
This collection includes both ASU Theses and Dissertations, submitted by graduate students, and the Barrett, Honors College theses submitted by undergraduate students.
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Description
This three-paper dissertation explores the ways in which the skills, dispositions, tools, social norms, and ways of knowing associated with maker practices and design theory illuminate opportunities and challenges for changing education systems. Making and design are unique in that they provide alternative visions for the central aims of schooling as well as a novel set of approaches for the realization of such visions. This duality is explored at three organizational scales: student experience, educator practice, and school leadership. The findings of these investigations highlight major barriers to creating and sustaining innovative education systems while also suggesting ways that these barriers may be overcome. The first paper, which details a qualitative study of 27 young adult makers and their parents, suggests that even strong proponents of maker-based education are bound by the institutional logics of formal education and have a hard time imagining how making could be integrated into school. The second paper documents a design-based research study, in which 20 preservice teachers in an integrated science, technology, engineering, and mathematics (STEM) education course show that their current training emphasizes the delivery standards-based content over the design of student-centered learning experiences. These studies prompted and shaped the development of a theoretically grounded, design-based conceptual model, detailed in the third paper, which aims to help multi-stakeholder design teams more rigorously imagine new futures for existing schools using generative, participatory prototyping activities.
ContributorsWeiner, Steven (Author) / Jordan, Shawn S (Thesis advisor) / Lande, Micah (Committee member) / Mishra, Punya (Committee member) / Wylie, Ruth (Committee member) / Arizona State University (Publisher)
Created2022
Description
The construction industry has struggled with a disappointing safety record, with workers often failing to identify hazards on construction sites. While virtual reality (VR) training has shown promise in improving hazard recognition skills, it is essential to address not only the ability to identify hazards but also the factors influencing workers' decision to report them. Research has revealed that workers often fail to recognize hazards when they perceive them as low-risk, leading to unreported hazards and persistent safety risks. Anticipatory emotions play a crucial role in driving risk aversion, but construction novices lack the emotional experiences necessary for developing such anticipatory emotions. Consequently, they may engage in careless and risk-friendly behavior. To address this issue, hazard recognition training should incorporate immersive and emotionally arousing VR experiences. This dissertation focuses on the development of emotionally arousing and realistic construction-specific simulations to assess their impact on construction novices. The research explores the aspects of a simulation that facilitate emotional arousal and identifies features that enhance the sense of presence for construction practitioners within a virtual construction environment. Subsequently, the developed VR experience is tested on construction novices. The results indicate that the VR experience, based on the findings of this research, effectively elicits significant arousal in participants, as evidenced by galvanic skin response (GSR) data. Thematic analysis of participant feedback further supports the physiological data, with participants reporting a realistic and emotional experience that immersed them in hazardous conditions on a construction site. Ultimately, this research contributes by identifying the crucial aspects necessary for developing construction-specific VR experiences that elicit arousal from participants, ensuring an immersive and emotionally engaging hazard recognition training. By incorporating such training methods, the construction industry can improve workers' hazard identification and reporting behaviors, thereby enhancing overall safety in construction sites.
ContributorsPatil, Karan Ravindra (Author) / Ayer, Steven K. (Thesis advisor) / Hallowell, Matthew R. (Committee member) / El Asmar, Mounir (Committee member) / Bhandari, Siddharth (Committee member) / Arizona State University (Publisher)
Created2023
Description
The country is facing infrastructure crises simultaneous with a labor shortage in fields related to construction management and engineering. These challenges necessitate better and quicker preparation of the incoming workforce so they are prepared to take on responsibilities with more skill and efficiency than has been expected previously. Educators can play a key role in equipping the leaders of this upcoming generation to deal with these challenges. If students are expected to graduate with more preparation and expertise, then educators must also adjust the ways in which they teach. There are many ways that these changes can be accomplished, and researchers play a critical role in exploring new classroom techniques and technologies that may improve the way education is delivered. This dissertation focuses on a high-impact emerging technology, augmented reality (AR), as a training mechanism for students that has the potential to play a crucial role in enhancing the way construction education is delivered. First, this research explores what skills and competencies are most frequently reported as critical needs by industry members by thematically coding open-ended responses of construction internship supervisors. Leveraging the results of this data, this research explores the viability of utilizing AR to simulate hands-on training and authentic learning in ways that target these skills and competencies. The research presented in this dissertation consists of a series of subject tests involving custom-developed augmented reality applications. These full-scale, highly interactive construction mixed reality applications are designed to expose students to simulations of high-impact learning experiences but without the recurring costs of physical materials. Student behaviors and performance during these subject tests are thematically coded to reveal student behaviors and perceptions that contribute to learning objectives. The results of this research demonstrate high potential for AR as an educational tool while also suggesting best practices for creating and implementing these types of activities based on surprising and sometimes counterintuitive student behaviors during these AR experiences.
ContributorsMcCord, Kieren (Author) / Ayer, Steven K. (Thesis advisor) / London, Jeremi S. (Committee member) / El Asmar, Mounir (Committee member) / Arizona State University (Publisher)
Created2022
Description
Preservice teachers are faced with many challenges as they enter their first year of teaching. This is particularly true when dealing with future-ready skills, such as technology integration in K-12 classrooms, an area where many higher education or teaching faculty may not feel comfortable or fluent enough to support preservice teachers or to model in their own instruction.
This action research study aimed to understand how faculty develop Technological Pedagogical Content Knowledge (TPACK) in ways that will help them to enhance their instruction and model technology integration for preservice teachers. An online community was created that allowed teacher educators to interact synchronously or asynchronously to collaborate, learn, and practice new technological skills. This community served as a place for teacher educators to play with new technology and to share their ideas and practices with their peers—ideally to begin the process of developing the knowledge and fluency with technology that would allow them to better support teacher education students.
Both qualitative and quantitative data were used to explore faculty’s development of TPACK. A pre-survey, retrospective pre-survey, and post-survey were administered and analyzed. Also, interviews of participants and observations of the online community were used to collect qualitative data.
The results of the study showed an increase in participants’ confidence for selecting technologies to enhance their instruction after they participated in the online community. Also, the participants felt more confident using strategies that combine content, technologies, and teaching approaches in their classrooms or other learning environments.
In Chapter 5, a discussion of the findings was presented, in which several main implications are shared for researchers who might be engaged in similar work. Also, the lessons learned from this action research are explained, as well as the limitations experienced in this study.
This action research study aimed to understand how faculty develop Technological Pedagogical Content Knowledge (TPACK) in ways that will help them to enhance their instruction and model technology integration for preservice teachers. An online community was created that allowed teacher educators to interact synchronously or asynchronously to collaborate, learn, and practice new technological skills. This community served as a place for teacher educators to play with new technology and to share their ideas and practices with their peers—ideally to begin the process of developing the knowledge and fluency with technology that would allow them to better support teacher education students.
Both qualitative and quantitative data were used to explore faculty’s development of TPACK. A pre-survey, retrospective pre-survey, and post-survey were administered and analyzed. Also, interviews of participants and observations of the online community were used to collect qualitative data.
The results of the study showed an increase in participants’ confidence for selecting technologies to enhance their instruction after they participated in the online community. Also, the participants felt more confident using strategies that combine content, technologies, and teaching approaches in their classrooms or other learning environments.
In Chapter 5, a discussion of the findings was presented, in which several main implications are shared for researchers who might be engaged in similar work. Also, the lessons learned from this action research are explained, as well as the limitations experienced in this study.
ContributorsScott, Lynda (Author) / Henriksen, Danah (Thesis advisor) / Mishra, Punya (Committee member) / Wolf, Leigh (Committee member) / Leahy, Sean (Committee member) / Arizona State University (Publisher)
Created2019