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.
Displaying 1 - 4 of 4
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- All Subjects: Educational technology
- Creators: Chi, Michelene
- Creators: Lafford, Barbara
Description
Collaborative Video Viewing (CVV) transforms passive video-based learning into an engaging, active process. While collaborative modes have different affordances that could potentially influence knowledge co-construction, no study has directly assessed the impact of collaborative modes in CVV activities. Therefore, this current study seeks to investigate how collaborative modes influence learning outcomes, learning engagement, group interaction and the co-construction process.The study utilized a within-subject, counterbalanced experimental design, in which each participating undergraduate student was paired in dyads. These dyads were assigned to engage in two separate CVV sessions: one using synchronous voice-based collaborative mode (SV) and the other using asynchronous text-based collaborative mode (AT). After each session, participants completed a test consisting of retention and application questions. ANCOVA was utilized to analyze the test scores.
To ascertain if the different scores were a result of varying levels of learning engagement, dyad discussions were coded using ICAP coding (Chi & Wylie, 2014). Furthermore, to delve deeper into the group interaction mechanism in SV and AT, a codebook was developed to analyze the discourse that occurred during dyad interaction. Sequential analysis and thematic narrative analysis were employed to visualize interaction patterns and the co-construction process.
The findings indicated that, generally, SV dyads performed better on application scores and have significantly higher interactive learning engagement than AT dyads. In line with ICAP predictions, the higher-score groups in both SV and AT engaged in more generative processes, leading to more constructive and interactive comments than lower-scoring groups. In terms of group interaction, both SV and AT primarily use descriptive discourse for co-explanation. However, the SV groups exclusively introduce discourse expressing uncertainty, which subsequently leads to group negotiation. The study identified distinct knowledge co-construction phases, including (a) co-explanation, (b) negotiation, and (c) application. Although the co-explanation phase is the most frequent in all dyad scores in both SV and AT, the negotiation phase appears to differentiate low-high score dyads from high-high score dyads.
These findings hold research implications for understanding learning engagement and group interaction in various online collaborative modes, as well as for the instructional design of active video-based learning through collaborative video viewing.
ContributorsTechawitthayachinda, Ratrapee (Author) / Chi, Michelene (Thesis advisor) / Hong, Yi-Chun (Thesis advisor) / Nelson, Brian (Committee member) / Arizona State University (Publisher)
Created2023
Description
Integrating agent-based models (ABMs) has been a popular approach for teaching emergent science concepts. However, students continue to find it difficult to explain the emergent process of natural selection. This study adopted an ontological framework–the Pattern, Agents, Interactions, Relations, and Causality (PAIR-C)–to guide the design of learning modules. This pre-posttest experimental study examines the effects of the PAIR-C module versus the Regular module on fostering students’ deep understanding of natural selection. Results show that students in the PAIR-C intervention group performed better in answering deep questions assessing the understanding of inter-level causal relationships than those in the Regular control group. Although students in both groups did not show significantly improved abilities in explaining the natural selection process for other contexts or significant differences in their abilities to explain other emergent phenomena, students in the intervention group demonstrated system-thinking perspectives and fewer misconceptions in their expressions compared to the control group. A close analysis of student misconceptions consolidates that the intervention group demonstrated drastically fewer categories and numbers of misconceptions while those in the control group did not show such drastic changes before and after the study. To precisely address misconceptions and further improve students’ learning outcomes, Epistemic Network Analysis was adopted to capture students’ misconception characteristics by examining the co-occurrences of different misconception categories as well as the relationship between misconceptions and PAIR-C features. The results of student learning outcomes and misconception characteristics collectively provide directions for improving the instructional design of the PAIR-C module. Furthermore, findings on student engagement levels during learning can also inform future design efforts. Overall, this project sheds light on applying an innovative framework to designing effective learning modules to teach emergent science concepts.
ContributorsSu, Man (Author) / Chi, Michelene (Thesis advisor) / Nelson, Brian (Committee member) / Zheng, Yi (Committee member) / Arizona State University (Publisher)
Created2023
Description
With the fast pace of globalization and the rise of encounters in digital spaces, CALL scholars have become increasingly interested in how digital tools mediate intercultural encounters. However, despite their evident success in connecting students from around the world, current online intercultural exchanges continue to present problems such a promotion of positive experiences over deep intercultural learning and lack of real-life value (O’ Dowd, 2018). In addition, digitally-mediated intercultural learning research is based on the same theoretical approaches to learning that guide CALL research (Firth & Wagner, 1997; Lafford, 2017). Although such frameworks are successful in allowing researchers to conceive of digital tools as mediators for human interaction, they have yet to embrace the potential of digital artifacts themselves as intercultural interlocutors. Aiming to address this gap in the research, this investigation used Atkinson’s (2010, 2014) sociocognitive approach to language learning to understand the role that digital tools have in intercultural learning. Also integrating Dervin’s (2011) liquid approach to interculturality—which focuses on understanding intercultural learning as a co-constructed process—the research questions that guided this investigation asked: (a) does film annotation mediate intercultural learning? and, (b) in what ways does film annotation mediate intercultural learning? In answering these questions, the study looked at the intercultural learning process of five advanced learners of Spanish, as they interacted with annotated film clips, and engaged in peer discussion around the themes of colonialism and coloniality presented in the film clips. Data were collected through pre and post-tests, video recordings of peer discussions, and screen recordings of participants’ interaction with the annotated film clips. Findings showed that film annotation allowed participants to notice, retrieve and take notes on important cultural information, which they later incorporated in discussion with peers. Based on this evidence, and aligned with the aforementioned theoretical frameworks, this investigation poses that intercultural learning is a fluid, iterative process. The study also suggests that digital artifacts—as well as human interlocutors—play an important role in enabling learning processes, therefore, the role of such artifacts should be studied more in depth.
ContributorsOcando Finol, Maria Virginia (Author) / Lafford, Barbara (Thesis advisor) / Cuya Gavilano, Lorena (Thesis advisor) / Smith, David B. (Committee member) / Cerron-Palomino, Alvaro (Committee member) / Arizona State University (Publisher)
Created2019
Description
In the last decade, the educational field, in general, has experienced increasing interest in applying augmented reality (AR) for educational purposes. Studies have shown that when AR is effectively applied in education, it can increase students’ learning interest and concentration (Zhang et al., 2014), reduce cognitive overload (Bower et al., 2014, p.1), and provide a more authentic learning experience (Klopfer, 2008). This study uses both cognitive and sociocultural theoretical perspectives to better understand the role of AR in peer interaction by investigating language-related episodes (LREs) during collaborative dialogue. The current study investigates whether mobile-based AR influence the number, nature, outcome, and correction orientation of LREs during two oral and writing-focused activities of ten advanced L2 Spanish dyads using AR and non-AR mobile applications. The results show significant differences in the incidence of LREs in both settings (AR vs non-AR) and modality focus (oral vs writing-focused). Although significant differences were found between mechanical LREs vs. lexical and grammatical LREs, no significant differences were found between lexical and grammatical LREs in both modalities and settings. Likewise, the correction orientation was similar in both modalities, whereas the LRE outcomes were significantly different in both settings. Immediate posttests were administered to determine whether participants retained the results of the LREs based on the LRE outcome types. The posttests showed a strong correlation between the recognition and production scores of the grammatical structures. However, no significant differences were found in the recognition or production of grammatical structures nor the production of lexical items between the two settings.
ContributorsDomaz, Silvana (Author) / Lafford, Barbara (Thesis advisor) / Smith, Bryan (Thesis advisor) / Tecedor, Marta (Committee member) / Arizona State University (Publisher)
Created2020