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- Genre: Academic theses
- Creators: Arizona State University
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
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
Description
Research in the learning sciences suggests that students learn better by collaborating with their peers than learning individually. Students working together as a group tend to generate new ideas more frequently and exhibit a higher level of reasoning. In this internet age with the advent of massive open online courses (MOOCs), students across the world are able to access and learn material remotely. This creates a need for tools that support distant or remote collaboration. In order to build such tools we need to understand the basic elements of remote collaboration and how it differs from traditional face-to-face collaboration.
The main goal of this thesis is to explore how spoken dialogue varies in face-to-face and remote collaborative learning settings. Speech data is collected from student participants solving mathematical problems collaboratively on a tablet. Spoken dialogue is analyzed based on conversational and acoustic features in both the settings. Looking for collaborative differences of transactivity and dialogue initiative, both settings are compared in detail using machine learning classification techniques based on acoustic and prosodic features of speech. Transactivity is defined as a joint construction of knowledge by peers. The main contributions of this thesis are: a speech corpus to analyze spoken dialogue in face-to-face and remote settings and an empirical analysis of conversation, collaboration, and speech prosody in both the settings. The results from the experiments show that amount of overlap is lower in remote dialogue than in the face-to-face setting. There is a significant difference in transactivity among strangers. My research benefits the computer-supported collaborative learning community by providing an analysis that can be used to build more efficient tools for supporting remote collaborative learning.
The main goal of this thesis is to explore how spoken dialogue varies in face-to-face and remote collaborative learning settings. Speech data is collected from student participants solving mathematical problems collaboratively on a tablet. Spoken dialogue is analyzed based on conversational and acoustic features in both the settings. Looking for collaborative differences of transactivity and dialogue initiative, both settings are compared in detail using machine learning classification techniques based on acoustic and prosodic features of speech. Transactivity is defined as a joint construction of knowledge by peers. The main contributions of this thesis are: a speech corpus to analyze spoken dialogue in face-to-face and remote settings and an empirical analysis of conversation, collaboration, and speech prosody in both the settings. The results from the experiments show that amount of overlap is lower in remote dialogue than in the face-to-face setting. There is a significant difference in transactivity among strangers. My research benefits the computer-supported collaborative learning community by providing an analysis that can be used to build more efficient tools for supporting remote collaborative learning.
ContributorsNelakurthi, Arun Reddy (Author) / Pon-Barry, Heather (Thesis advisor) / VanLehn, Kurt (Committee member) / Walker, Erin (Committee member) / Arizona State University (Publisher)
Created2014
Description
This study aims to uncover whether English Central, an online English as a Second Language tool, improves speaking proficiency for undergraduate students with developing English skills. Eighty-three advanced English language learners from the American English and Culture Program at Arizona State University were randomly assigned to one of three conditions: the use of English Central with a learner-control, shared-control, and a no-treatment condition. The two treatment groups were assigned approximately 14.7 hours of online instruction. The relative impact of each of the three conditions was assessed using two measures. First, the Pearson Versant Test (www.versanttest.com), a well-established English-as-a-second-language speaking test, was administered to all of the participants as a pre- and post-test measure. Second, students were given a post-treatment questionnaire that measured their motivation in using online instruction in general, and English Central specifically. Since a significant teacher effect was found, teachers involved in this study were also interviewed in order to ascertain their attitude toward English Central as a homework tool. Learner outcomes were significantly different between the shared and learner conditions. Student motivation was predictive of learning outcomes. Subjects in the shared condition outperformed those in the learner condition. Furthermore, those in the shared condition scored higher than the control condition; however, this result did not reach statistical significance. Results of the follow-up teacher survey revealed that while a teacher's view of the tool (positive or negative), was not a predictor of student success, teacher presentation of the tool may lead to a significant impact on student learning outcomes.
ContributorsDixon, Shane Y. (Shane Yahlu) (Author) / Atkinson, Robert (Thesis advisor) / Savenye, Wilhelmina (Committee member) / Nelson, Brian (Committee member) / Arizona State University (Publisher)
Created2015
Description
Scholars have diversified notions of sovereignty with indigenous frameworks ranging from native sovereignty to cultural sovereignty. Within this range, there exists only a small body of research investigating technology in relation to indigenous sovereignty, excepting the colonial implications of guns, germs, film, and literacy. Furthermore, there is a lack of inquiry on how indigenous peoples operationalize their sovereignty through designs and uses of technology that combine emerging digital media technologies, old electronic media, and traditional indigenous media. This “indigenous convolution media” leads to what is referred to in this research as Indigenous Technological Sovereignty or “Tecno-Sovereignty.”
This dissertation begins to address knowledge gaps regarding the dynamic relationship between technology and indigenous sovereignty, and it posits that Tecno-Sovereignty is operationalized when indigenous groups exercise their own self-determined designs and uses of mediums and media to address their particular needs and desires. Therefore, Tecno-Sovereignty is comprised of the social, cultural, political, and economic effects of indigenous technology. This dissertation, a compendium of essays, presents an indigenous theory of media and sovereignty: defining a vision of Tecno-Sovereignty; arguing the purpose and importance of Tecno-Sovereignty; demonstrating how Tecno-Sovereignty is operationalized; and revealing capacity-building recommendations for the further development of indigenous technological sovereignty. Additionally, this research, through an exhibition of indigenous convolution media, calls attention to indigenous praxes of art, technology, and learning that are both grounded by and support the theories proposed in this research.
This dissertation begins to address knowledge gaps regarding the dynamic relationship between technology and indigenous sovereignty, and it posits that Tecno-Sovereignty is operationalized when indigenous groups exercise their own self-determined designs and uses of mediums and media to address their particular needs and desires. Therefore, Tecno-Sovereignty is comprised of the social, cultural, political, and economic effects of indigenous technology. This dissertation, a compendium of essays, presents an indigenous theory of media and sovereignty: defining a vision of Tecno-Sovereignty; arguing the purpose and importance of Tecno-Sovereignty; demonstrating how Tecno-Sovereignty is operationalized; and revealing capacity-building recommendations for the further development of indigenous technological sovereignty. Additionally, this research, through an exhibition of indigenous convolution media, calls attention to indigenous praxes of art, technology, and learning that are both grounded by and support the theories proposed in this research.
ContributorsMartinez, Christopher (Author) / Brayboy, Bryan Mck. J. (Thesis advisor) / Gee, James P. (Thesis advisor) / Long, Elenore (Committee member) / Arizona State University (Publisher)
Created2015
Description
In this action research, the need for high schools to embrace a pedagogical shift to teaching 21st century computer and online literacy skills is investigated. This study explored areas of secondary and higher education, technology usage, and online pedagogies, 21st century skill frameworks, and brain function as they pertain to learning and decision-making, with the aim of comprehending the differing high school levels of preparedness for college in regards to 21st century skills. Through literature reviews, a research was designed to further explore the specific areas of a discovered gap in high school students' 21st century skills for college. Pre- and post-unit surveys, in combination with student assignment scores, were complied and examined to reveal a weakness in academic habits and computer literacy skills associated with 21st century learning. The study results support literature review findings of a breach between high school 21st century skill levels and collegiate level necessities. With these findings, it is suggested that instructors become choice architects, giving them the unique ability to nudge high school policy makers and students towards identifying the gaps between the analog and digital worlds of academia, generating more successful students as they transition to university online courses.
ContributorsHorn, Timothy (Author) / Patel, Mookesh (Thesis advisor) / Giard, Jacques (Committee member) / Marsh, Josephine (Committee member) / Arizona State University (Publisher)
Created2015
Description
This research study investigated the effects of high fidelity graphics on both learning and presence, or the "sense of being there," inside a Virtual Learning Environment (VLE). Four versions of a VLE on the subject of the element mercury were created, each with a different combination of high and low fidelity polygon models and high and low fidelity shaders. A total of 76 college age (18+ years of age) participants were randomly assigned to one of the four conditions. The participants interacted with the VLE and then completed several posttest measures on learning, presence, and attitudes towards the VLE experience. Demographic information was also collected, including age, computer gameplay experience, number of virtual environments interacted with, gender and time spent in this virtual environment. The data was analyzed as a 2 x 2 between subjects ANOVA.
The main effects of shader fidelity and polygon fidelity were both non- significant for both learning and all presence subscales inside the VLE. In addition, there was no significant interaction between shader fidelity and model fidelity. However, there were two significant results on the supplementary variables. First, gender was found to have a significant main effect on all the presence subscales. Females reported higher average levels of presence than their male counterparts. Second, gameplay hours, or the number of hours a participant played computer games per week, also had a significant main effect on participant score on the learning measure. The participants who reported playing 15+ hours of computer games per week, the highest amount of time in the variable, had the highest score as a group on the mercury learning measure while those participants that played 1-5 hours per week had the lowest scores.
The main effects of shader fidelity and polygon fidelity were both non- significant for both learning and all presence subscales inside the VLE. In addition, there was no significant interaction between shader fidelity and model fidelity. However, there were two significant results on the supplementary variables. First, gender was found to have a significant main effect on all the presence subscales. Females reported higher average levels of presence than their male counterparts. Second, gameplay hours, or the number of hours a participant played computer games per week, also had a significant main effect on participant score on the learning measure. The participants who reported playing 15+ hours of computer games per week, the highest amount of time in the variable, had the highest score as a group on the mercury learning measure while those participants that played 1-5 hours per week had the lowest scores.
ContributorsHorton, Scott (Author) / Nelson, Brian (Thesis advisor) / Savenye, Wilhelmina (Committee member) / Atkinson, Robert (Committee member) / Arizona State University (Publisher)
Created2014
Description
This quantitative, quasi-experimental study examined the effectiveness of three types of online guided-practice activities designed to increase learning of visual art concepts, the color concepts of hue, tint, shade, value, and neutral colors in particular, among fifth grade students in a large school district in the southwestern United States. The study's results indicated that, when students were given a limited amount of time to engage in practice activities, there was no statistically significant difference among the three types of guided practice and the control group. What was effective, however, was the instructional component of this study's instruments.
ContributorsDelahunt, Michael (Author) / Erickson, Mary (Thesis advisor) / Atkinson, Robert (Committee member) / Young, Bernard (Committee member) / Arizona State University (Publisher)
Created2014
Description
This dissertation study quantitatively measured the performance of 345 students who received public speaking instruction through an online platform presented in one of six experimental conditions in order to explore the ability of online lectures to replicate the characteristics of instructor presence and learner interaction traditionally associated with face-to-face public speaking courses. The study investigated the following research questions:
RQ1: How does the visibility of an instructor in a public speaking video lesson affect students' perception of presence?
RQ2: How does the visibility of an instructor in a public speaking video lesson affect student learning?
RQ3: How do self-explanation (Constructive) and note-taking (Active) types of learning activities affect students' perception of presence compared to passive lessons when presented in a video lesson?
RQ4: How do self-explanation (Constructive) and note-taking (Active) types of learning activities affect student learning compared to passive lessons when presented in a video lesson?
Additionally, the study collected qualitative feedback from participants on their experience in order to improve understanding of how to effectively design lectures for public speaking courses.
Results of the study were unable to statistically distinguish between students assigned to treatments that varied in both modality and level of activity. However, a significant finding of this study is that learning gains and students' perception of instructor presence were positive across all conditions.
The lack of significant differences by treatment indicates that the design attributes at the center of the study may be unnecessary considerations for developing content for online learning. Consequently, the improved performance of participants regardless of their assigned treatment in this study identifies a limitation to the application of Media Equation Theory and the Interactive-Constructive-Active-Passive (ICAP) Framework for designing online learning content for public speaking students as well as identifies two key implications: 1) exposure to an online lesson can increase learning; and 2) exposure to an online lesson can serve as a cost-effective alternative for producing lessons in public speaking courses.
RQ1: How does the visibility of an instructor in a public speaking video lesson affect students' perception of presence?
RQ2: How does the visibility of an instructor in a public speaking video lesson affect student learning?
RQ3: How do self-explanation (Constructive) and note-taking (Active) types of learning activities affect students' perception of presence compared to passive lessons when presented in a video lesson?
RQ4: How do self-explanation (Constructive) and note-taking (Active) types of learning activities affect student learning compared to passive lessons when presented in a video lesson?
Additionally, the study collected qualitative feedback from participants on their experience in order to improve understanding of how to effectively design lectures for public speaking courses.
Results of the study were unable to statistically distinguish between students assigned to treatments that varied in both modality and level of activity. However, a significant finding of this study is that learning gains and students' perception of instructor presence were positive across all conditions.
The lack of significant differences by treatment indicates that the design attributes at the center of the study may be unnecessary considerations for developing content for online learning. Consequently, the improved performance of participants regardless of their assigned treatment in this study identifies a limitation to the application of Media Equation Theory and the Interactive-Constructive-Active-Passive (ICAP) Framework for designing online learning content for public speaking students as well as identifies two key implications: 1) exposure to an online lesson can increase learning; and 2) exposure to an online lesson can serve as a cost-effective alternative for producing lessons in public speaking courses.
ContributorsButler, Nicholas (Author) / Nelson, Brian (Thesis advisor) / Atkinson, Robert (Committee member) / Savenye, Wilhelmina (Committee member) / Arizona State University (Publisher)
Created2014
Description
Unschooling is a child-centered educational philosophy that eschews teachers,
schools, curricula, grades and tests. Unschool practitioners have complete freedom to choose what they want to learn, when, to what level, and for how long. Unschooling families use the World Wide Web to provide a bespoke academic experience at home. This study compares qualitative data collected from questionnaires and semi-structured interviews conducted with 10 unschooling families with quantitative data collected from 5 children within these families using a tracking and monitoring software. The software captured the duration of use, keystrokes, mouseclicks, and screenshots for all programs and websites for 14 days. Children stated they used technology less than 6 hours a day, and parents stated children used them less than 8 hours a day. Quantitative data shows the children use technology at least 10 hours a day, suggesting usage self-reports may not be reliable. The study revealed hardware form factor was the number one determinate of application use. Almost exclusively social media was used on smartphones, internet browsing on tablets, and creative endeavors such as modding, hacking, fan fiction writing, and video game level building all took place exclusively on laptops and desktops. Concurrent use of differing hardware form factors was the norm observed. Participants stated YouTube, Wikipedia and Khan Academy were the websites most used for knowledge gathering. The tracking software verified YouTube and Wikipedia were the most used websites, however when accessed on the PC, those sites were used almost exclusively for video game related purposes. Over 90% of the total PC use was spent on video games. More traditional educational activities were done primarily on tablets and on parent smartphones with parental engagement. Khan Academy was not used by the
participants in the 14 day monitoring period. 90 day web browser logs indicated Khan Academy was used by individuals no more than 3 times in a 90 day period,
demonstrating the inherent risks in relying upon internet usage self-reports without
quantitative software for verification. Unschooling children spent between 30 and 60 hours a week using technology.
schools, curricula, grades and tests. Unschool practitioners have complete freedom to choose what they want to learn, when, to what level, and for how long. Unschooling families use the World Wide Web to provide a bespoke academic experience at home. This study compares qualitative data collected from questionnaires and semi-structured interviews conducted with 10 unschooling families with quantitative data collected from 5 children within these families using a tracking and monitoring software. The software captured the duration of use, keystrokes, mouseclicks, and screenshots for all programs and websites for 14 days. Children stated they used technology less than 6 hours a day, and parents stated children used them less than 8 hours a day. Quantitative data shows the children use technology at least 10 hours a day, suggesting usage self-reports may not be reliable. The study revealed hardware form factor was the number one determinate of application use. Almost exclusively social media was used on smartphones, internet browsing on tablets, and creative endeavors such as modding, hacking, fan fiction writing, and video game level building all took place exclusively on laptops and desktops. Concurrent use of differing hardware form factors was the norm observed. Participants stated YouTube, Wikipedia and Khan Academy were the websites most used for knowledge gathering. The tracking software verified YouTube and Wikipedia were the most used websites, however when accessed on the PC, those sites were used almost exclusively for video game related purposes. Over 90% of the total PC use was spent on video games. More traditional educational activities were done primarily on tablets and on parent smartphones with parental engagement. Khan Academy was not used by the
participants in the 14 day monitoring period. 90 day web browser logs indicated Khan Academy was used by individuals no more than 3 times in a 90 day period,
demonstrating the inherent risks in relying upon internet usage self-reports without
quantitative software for verification. Unschooling children spent between 30 and 60 hours a week using technology.
ContributorsCurtice, Brian (Author) / Gee, James (Thesis advisor) / Gee, Elisabeth (Committee member) / Savenye, Wilhelmina (Committee member) / Arizona State University (Publisher)
Created2014