Matching Items (4)
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- All Subjects: Educational technology
- Creators: Craig, Scotty D.
- Resource Type: Text
Description
Observational tutoring has been found to be an effective method for teaching a variety of subjects by reusing dialogue from previous successful tutoring sessions. While it has been shown content can be learned through observational tutoring it has yet to been examined if a secondary behavior such as goal-setting can be influenced. The present study investigated if observing virtual humans engaging in a tutoring session on rotational kinematics with embedded positive goal oriented dialogue would increase knowledge of the material and perpetuate a shift an observer's goal-orientation from performance avoidance goal orientation (PAVGO) to learning goal orientation (LGO). Learning gains were observed in pre to post test knowledge retention tests. Significant changes from pretest to posttest occurred across conditions for LGO. Additionally, significant changes from PAVGO pretest to posttest were observed in the control condition however PAVGO did not significantly change in the experimental condition.
ContributorsTwyford, Jessica (Author) / Craig, Scotty D. (Thesis advisor) / Niemczyk, Mary (Committee member) / Kuzel, Michael (Committee member) / Arizona State University (Publisher)
Created2014
Description
Assemblers and compilers provide feedback to a programmer in the form of error messages. These error messages become input to the debugging model of the programmer. For the programmer to fix an error, they should first locate the error in the program, understand what is causing that error, and finally resolve that error. Error messages play an important role in all three stages of fixing of errors. This thesis studies the effects of error messages in the context of teaching programming. Given an error message, this work investigates how it effects student’s way of 1) understanding the error, and 2) fixing the error. As part of the study, three error message types were developed – Default, Link and Example, to better understand the effects of error messages. The Default type provides an assembler-centric single line error message, the Link type provides a program-centric detailed error description with a hyperlink for more information, and the Example type provides a program centric detailed error description with a relevant example. All these error message types were developed for assembly language programming. A think aloud programming exercise was conducted as part of the study to capture the student programmer’s knowledge model. Different codes were developed to analyze the data collected as part of think aloud exercise. After transcribing, coding, and analyzing the data, it was found that the Link type of error message helped to fix the error in less time and with fewer steps. Among the three types, the Link type of error message also resulted in a significantly higher ratio of correct to incorrect steps taken by the programmer to fix the error.
ContributorsBeejady Murthy Kadekar, Harsha Kadekar (Author) / Sohoni, Sohum (Thesis advisor) / Craig, Scotty D. (Committee member) / Jordan, Shawn S (Committee member) / Gary, Kevin A (Committee member) / Arizona State University (Publisher)
Created2017
Description
Safe headway learning plays a core role in driving education. Traditional safe headway education just use the oral and literal methods to educate drivers the concept of safe headway time, while with the limitation of combining drivers subject and situational domains for drivers to learn. This study investigated that whether using ego-moving metaphor to embody driver's self-awareness can help to solve this problem. This study used multiple treatments (ego-moving and time-moving instruction of safe time headway) and controls with pretest experimental design to investigate the embody self-awareness effect in a car-following task. Drivers (N=40) were asked to follow a lead car at a 2-seconds safe time headway. Results found that using embodied-based instructions in safe headway learning can help to improve driver's headway time accuracy and performance stability in the car-following task, which supports the hypothesis that using embodied-based instructions help to facilitate safe headway learning. However, there are still some issues needed to be solved using embodied-based instructions for the drivers' safe headway education. This study serves as a new method for the safe headway education while providing empirical evidence for the embodied theories and their applications.
ContributorsLu, Longteng (Author) / Craig, Scotty D. (Thesis advisor) / Gray, Robort (Committee member) / Song, Hyunjin (Committee member) / Arizona State University (Publisher)
Created2016
Description
This study investigated the ability to relate a test taker’s non-verbal cues during online assessments to probable cheating incidents. Specifically, this study focused on the role of time delay, head pose and affective state for detection of cheating incidences in a lab-based online testing session. The analysis of a test taker’s non-verbal cues indicated that time delay, the variation of a student’s head pose relative to the computer screen and confusion had significantly statistical relation to cheating behaviors. Additionally, time delay, head pose relative to the computer screen, confusion, and the interaction term of confusion and time delay were predictors in a support vector machine of cheating prediction with an average accuracy of 70.7%. The current algorithm could automatically flag suspicious student behavior for proctors in large scale online courses during remotely administered exams.
ContributorsChuang, Chia-Yuan (Author) / Femiani, John C. (Thesis advisor) / Craig, Scotty D. (Thesis advisor) / Bekki, Jennifer (Committee member) / Arizona State University (Publisher)
Created2015