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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STUDY GENIE: An Analysis of a Web-based Note-Sharing and Cheat Sheet Tool

Description
Research has shown that the cheat sheet preparation process helps students with performance in exams. However, results have been inconclusive in determining the most effective guiding principles in creating and using cheat sheets. The traditional method of collecting and annotating cheat sheets is time consuming and exhaustive, and fails to…

Research has shown that the cheat sheet preparation process helps students with performance in exams. However, results have been inconclusive in determining the most effective guiding principles in creating and using cheat sheets. The traditional method of collecting and annotating cheat sheets is time consuming and exhaustive, and fails to capture students' preparation process. This thesis examines the development and usage of a new web-based cheat sheet creation tool, Study Genie, and its effects on student performance in an introductory computer science and programming course. Results suggest that actions associated with editing and organizing cheat sheets are positively correlated with exam performance, and that there is a significant difference between the activity of high-performing and low-performing students. Through these results, Study Genie presents itself as an opportunity for mass data collection and to provide insight into the assembly process rather than just the finished product in cheat sheet creation.
ContributorsWu, Jiaqi (Co-author) / Wen, Terry (Co-author) / Hsiao, Sharon (Thesis director) / Walker, Erin (Committee member) / Computer Science and Engineering Program (Contributor) / School of Life Sciences (Contributor) / Department of Finance (Contributor) / Barrett, The Honors College (Contributor)
Created2016-12
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Enhancing the affordances of a tangible learning environment through prompts delivered through a teachable robotic agent

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…

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