Matching Items (19)
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- All Subjects: Educational technology
- All Subjects: Academic Achievement
- Creators: Atkinson, Robert K
- Creators: Buss, Ray
Description
This study empirically evaluated the effectiveness of the instructional design, learning tools, and role of the teacher in three versions of a semester-long, high-school remedial Algebra I course to determine what impact self-regulated learning skills and learning pattern training have on students' self-regulation, math achievement, and motivation. The 1st version was a business-as-usual traditional classroom teaching mathematics with direct instruction. The 2rd version of the course provided students with self-paced, individualized Algebra instruction with a web-based, intelligent tutor. The 3rd version of the course coupled self-paced, individualized instruction on the web-based, intelligent Algebra tutor coupled with a series of e-learning modules on self-regulated learning knowledge and skills that were distributed throughout the semester. A quasi-experimental, mixed methods evaluation design was used by assigning pre-registered, high-school remedial Algebra I class periods made up of an approximately equal number of students to one of the three study conditions or course versions: (a) the control course design, (b) web-based, intelligent tutor only course design, and (c) web-based, intelligent tutor + SRL e-learning modules course design. While no statistically significant differences on SRL skills, math achievement or motivation were found between the three conditions, effect-size estimates provide suggestive evidence that using the SRL e-learning modules based on ARCS motivation model (Keller, 2010) and Let Me Learn learning pattern instruction (Dawkins, Kottkamp, & Johnston, 2010) may help students regulate their learning and improve their study skills while using a web-based, intelligent Algebra tutor as evidenced by positive impacts on math achievement, motivation, and self-regulated learning skills. The study also explored predictive analyses using multiple regression and found that predictive models based on independent variables aligned to student demographics, learning mastery skills, and ARCS motivational factors are helpful in defining how to further refine course design and design learning evaluations that measure achievement, motivation, and self-regulated learning in web-based learning environments, including intelligent tutoring systems.
ContributorsBarrus, Angela (Author) / Atkinson, Robert K (Thesis advisor) / Van de Sande, Carla (Committee member) / Savenye, Wilhelmina (Committee member) / Arizona State University (Publisher)
Created2013
Description
This study explored three methods to measure cognitive load in a learning environment using four logic puzzles that systematically varied in level of intrinsic cognitive load. Participants' perceived intrinsic load was simultaneously measured with a self-report measure--a traditional subjective measure--and two objective, physiological measures based on eye-tracking and EEG technology. In addition to gathering self-report, eye-tracking data, and EEG data, this study also captured data on individual difference variables and puzzle performance. Specifically, this study addressed the following research questions: 1. Are self-report ratings of cognitive load sensitive to tasks that increase in level of intrinsic load? 2. Are physiological measures sensitive to tasks that increase in level of intrinsic load? 3. To what extent do objective physiological measures and individual difference variables predict self-report ratings of intrinsic cognitive load? 4. Do the number of errors and the amount of time spent on each puzzle increase as the puzzle difficulty increases? Participants were 56 undergraduate students. Results from analyses with inferential statistics and data-mining techniques indicated features from the physiological data were sensitive to the puzzle tasks that varied in level of intrinsic load. The self-report measures performed similarly when the difference in intrinsic load of the puzzles was the most varied. Implications for these results and future directions for this line of research are discussed.
ContributorsJoseph, Stacey (Author) / Atkinson, Robert K (Thesis advisor) / Johnson-Glenberg, Mina (Committee member) / Nelson, Brian (Committee member) / Klein, James (Committee member) / Arizona State University (Publisher)
Created2013
Description
Statistics is taught at every level of education, yet teachers often have to assume their students have no knowledge of statistics and start from scratch each time they set out to teach statistics. The motivation for this experimental study comes from interest in exploring educational applications of augmented reality (AR) delivered via mobile technology that could potentially provide rich, contextualized learning for understanding concepts related to statistics education. This study examined the effects of AR experiences for learning basic statistical concepts. Using a 3 x 2 research design, this study compared learning gains of 252 undergraduate and graduate students from a pre- and posttest given before and after interacting with one of three types of augmented reality experiences, a high AR experience (interacting with three dimensional images coupled with movement through a physical space), a low AR experience (interacting with three dimensional images without movement), or no AR experience (two dimensional images without movement). Two levels of collaboration (pairs and no pairs) were also included. Additionally, student perceptions toward collaboration opportunities and engagement were compared across the six treatment conditions. Other demographic information collected included the students' previous statistics experience, as well as their comfort level in using mobile devices. The moderating variables included prior knowledge (high, average, and low) as measured by the student's pretest score. Taking into account prior knowledge, students with low prior knowledge assigned to either high or low AR experience had statistically significant higher learning gains than those assigned to a no AR experience. On the other hand, the results showed no statistical significance between students assigned to work individually versus in pairs. Students assigned to both high and low AR experience perceived a statistically significant higher level of engagement than their no AR counterparts. Students with low prior knowledge benefited the most from the high AR condition in learning gains. Overall, the AR application did well for providing a hands-on experience working with statistical data. Further research on AR and its relationship to spatial cognition, situated learning, high order skill development, performance support, and other classroom applications for learning is still needed.
ContributorsConley, Quincy (Author) / Atkinson, Robert K (Thesis advisor) / Nguyen, Frank (Committee member) / Nelson, Brian C (Committee member) / Arizona State University (Publisher)
Created2013
Description
The use of educational technologies as a tool to improve academic achievement continues to increase as more technologies becomes available to students. However, teachers are entering the classroom not fully prepared to integrate technology into their daily classroom teaching because they have not been adequately prepared to do so. Teacher preparation programs are falling short in this area because educational technology and the role of technology in the classroom is seen as an extra component to daily teaching rather than a central one. Many teacher preparation programs consist of one stand-alone educational technology course that is expected to prepare teachers to integrate technology in their future classrooms. Throughout the remainder of the program, the teachers are not seeing educational technologies modeled in their other core courses, nor are they getting the hands-on interaction necessary to become more confident in using these technologies with their future students. The purpose of this study was to examine teachers' views of educational technology in the classroom from those enrolled in a graduate program. The study consisted 74 first- and second-year teachers who were enrolled an alternative teacher preparation program. Thirty-four of the teachers received the Integrating Curriculum and Technology (iCAT) intervention and the remaining 40 teachers were part of the control group. Each teacher completed a pre- and post-intervention questionnaire and 23 of the 74 teachers participated in one of three focus group interviews. Additional data from the teachers' course instructors were gathered and analyzed to compliment the focus group and quantitative data. Results showed that iCAT participants' scores for confidence in using technology and efficacy for using educational technology increased at a faster rate than the control group participants' scores. Similarly, confidence in using technology, perceptions about integrating technology in the classroom, and efficacy for using educational technology could be predicted by the amount of hands-on interaction with technology that the teachers received during their graduate course. The discussion focuses on recommendations for infusing technology throughout teacher preparation programs so that teachers have the tools to prepare their students to use a variety of technologies so that their students can be better prepared to complete in today's workforce.
ContributorsKisicki, Todd (Author) / Wetzel, Keith (Thesis advisor) / Bitter, Gary (Thesis advisor) / Buss, Ray (Committee member) / Savenye, Wilhelmina (Committee member) / Arizona State University (Publisher)
Created2012
Description
Researchers have postulated that math academic achievement increases student success in college (Lee, 2012; Silverman & Seidman, 2011; Vigdor, 2013), yet 80% of universities and 98% of community colleges require many of their first-year students to be placed in remedial courses (Bettinger & Long, 2009). Many high school graduates are entering college ill prepared for the rigors of higher education, lacking understanding of basic and important principles (ACT, 2012). The desire to increase academic achievement is a wide held aspiration in education and the idea of adapting instruction to individuals is one approach to accomplish this goal (Lalley & Gentile, 2009a). Frequently, adaptive learning environments rely on a mastery learning approach, it is thought that when students are afforded the opportunity to master the material, deeper and more meaningful learning is likely to occur. Researchers generally agree that the learning environment, the teaching approach, and the students' attributes are all important to understanding the conditions that promote academic achievement (Bandura, 1977; Bloom, 1968; Guskey, 2010; Cassen, Feinstein & Graham, 2008; Changeiywo, Wambugu & Wachanga, 2011; Lee, 2012; Schunk, 1991; Van Dinther, Dochy & Segers, 2011). The present study investigated the role of college students' affective attributes and skills, such as academic competence and academic resilience, in an adaptive mastery-based learning environment on their academic performance, while enrolled in a remedial mathematics course. The results showed that the combined influence of students' affective attributes and academic resilience had a statistically significant effect on students' academic performance. Further, the mastery-based learning environment also had a significant effect on their academic competence and academic performance.
ContributorsFoshee, Cecile Mary (Author) / Atkinson, Robert K (Thesis advisor) / Elliott, Stephen N. (Committee member) / Horan, John (Committee member) / Arizona State University (Publisher)
Created2013
Description
Expectation for college attendance in the United States continues to rise as more jobs require degrees. This study aims to determine how parental expectations affect high school students in their decision to attend college. By examining parental expectations that were placed on current college students prior to and during the application period, we can determine the positive and negative outcomes of these expectations as well as the atmosphere they are creating. To test the hypothesis, an online survey was distributed to current ASU and Barrett, Honors College students regarding their experience with college applications and their parents' influence on their collegiate attendance. A qualitative analysis of the data was conducted in tandem with an analysis of several case studies to determine the results. These data show that parental expectations are having a significant impact on the enrollment of high school students in college programs. With parents placing these expectations on their children, collegiate enrollment will continue to increase. Further studies will be necessary to determine the specific influences these expectations are placing on students.
ContributorsJohnson, Benjamin Howard (Co-author) / Scheller, Sara (Co-author) / Kappes, Janelle (Thesis director) / Fairbanks, Elizabeth (Committee member) / Department of Psychology (Contributor) / School of Social Transformation (Contributor) / Barrett, The Honors College (Contributor)
Created2021-05
Description
Expectation for college attendance in the United States continues to rise as more jobs require degrees. This study aims to determine how parental expectations affect high school students in their decision to attend college. By examining parental expectations that were placed on current college students prior to and during the application period, we can determine the positive and negative outcomes of these expectations as well as the atmosphere they are creating. To test the hypothesis, an online survey was distributed to current ASU and Barrett, Honors College students regarding their experience with college applications and their parents' influence on their collegiate attendance. A qualitative analysis of the data was conducted in tandem with an analysis of several case studies to determine the results. These data show that parental expectations are having a significant impact on the enrollment of high school students in college programs. With parents placing these expectations on their children, collegiate enrollment will continue to increase. Further studies will be necessary to determine the specific influences these expectations are placing on students.
ContributorsScheller, Sara Matheson (Co-author) / Johnson, Benjamin (Co-author) / Kappes, Janelle (Thesis director) / Fairbanks, Elizabeth (Committee member) / Division of Teacher Preparation (Contributor) / Barrett, The Honors College (Contributor)
Created2021-05
Description
Dual language use is thought to afford certain cognitive advantages to bilingual children and may function as an additional resource to help low-income Mexican-American children achieve academically. Emotion regulation and executive functioning (e.g., inhibition) have been found to be particularly important in studies investigating pathways to early academic achievement. Understanding how we can capitalize on children’s bilingual abilities to strengthen their executive functioning and emotion regulation, or to offset problems in these domains, may be important to promote better educational outcomes and inform policy. Thus, the current study investigated the relation between emerging bilingualism, inhibition, emotion regulation, and academic achievement across early childhood in sample of 322 low-income, Mexican-American children. Data were collected in a laboratory space at child ages 36-, 54-, and 72-months. Bilingualism was indexed as the interaction of Spanish and English vocabulary, and a mediated moderation model was examined. Results provided further evidence that inhibition positively predicts academic achievement during early childhood. Greater Spanish language vocabulary indirectly predicted academic achievement while controlling for English language vocabulary, suggesting that children from immigrant families may benefit from maintaining their Spanish language abilities as they begin to immerse themselves in an English-speaking classroom. Advancing our understanding of the development of self-regulatory abilities within bilingual, immigrant populations could have significant implications for educational policy.
ContributorsWinstone, Laura K (Author) / Crnic, Keith (Thesis advisor) / Gonzales, Nancy (Committee member) / Benitez, Viridiana (Committee member) / Arizona State University (Publisher)
Created2018
Description
Purpose: The goal of this study was to examine how vocabulary size and inhibitory control affect word learning in bilingual (English-Spanish) children with hearing loss. Experiment 1 examined whether children with larger vocabularies learn and retain more words than children with smaller vocabularies. Experiment 2 examined whether children with better inhibitory control learn and remember more words than children with poorer inhibitory control. In addition, monolingual and bilingual children with and without hearing loss were compared on word learning and inhibitory control tasks.
Method: Seventy-three children between 8 and 12 years of age participated in the study. Forty children had normal hearing (20 monolingual and 20 bilingual) and 33 had hearing loss (20 monolingual and 13 bilingual). For Experiment 1, children completed a receptive vocabulary test in English and Spanish and three word learning tasks consisting of a training and a retention component in English, Spanish, and Arabic. For Experiment 2, children completed the flanker task for inhibitory control.
Results: In Experiment 1, larger total (English + Spanish) receptive vocabularies were predictive of better word training outcomes in all languages and better Spanish word retention, after controlling for age, degree of hearing loss, and maternal education. Children with hearing loss performed more poorly in Spanish and Arabic word training and retention than children with normal hearing. No differences were observed between children with normal hearing and hearing loss in English word learning. In Experiment 2, inhibitory control only predicted English retention outcomes. Children with hearing loss showed poorer inhibitory control than hearing peers. No differences were observed between monolingual and bilingual children, with and without hearing loss, in word learning or inhibitory control.
Conclusions: Language experience (measured by total vocabulary size) helps children learn new words and therefore children with hearing loss should receive well-fitted hearing aids and school accommodations to provide them with access to spoken language. Bilingual exposure does not impair nor facilitate word learning. Bilingual children showed similar difficulties with word learning and inhibitory control as monolingual peers with hearing loss. Hearing loss, probably via language deprivation, has broad effects on children’s executive function skills.
Method: Seventy-three children between 8 and 12 years of age participated in the study. Forty children had normal hearing (20 monolingual and 20 bilingual) and 33 had hearing loss (20 monolingual and 13 bilingual). For Experiment 1, children completed a receptive vocabulary test in English and Spanish and three word learning tasks consisting of a training and a retention component in English, Spanish, and Arabic. For Experiment 2, children completed the flanker task for inhibitory control.
Results: In Experiment 1, larger total (English + Spanish) receptive vocabularies were predictive of better word training outcomes in all languages and better Spanish word retention, after controlling for age, degree of hearing loss, and maternal education. Children with hearing loss performed more poorly in Spanish and Arabic word training and retention than children with normal hearing. No differences were observed between children with normal hearing and hearing loss in English word learning. In Experiment 2, inhibitory control only predicted English retention outcomes. Children with hearing loss showed poorer inhibitory control than hearing peers. No differences were observed between monolingual and bilingual children, with and without hearing loss, in word learning or inhibitory control.
Conclusions: Language experience (measured by total vocabulary size) helps children learn new words and therefore children with hearing loss should receive well-fitted hearing aids and school accommodations to provide them with access to spoken language. Bilingual exposure does not impair nor facilitate word learning. Bilingual children showed similar difficulties with word learning and inhibitory control as monolingual peers with hearing loss. Hearing loss, probably via language deprivation, has broad effects on children’s executive function skills.
Contributorsde Diego Lazaro, Beatriz (Author) / Pittman, Andrea L (Thesis advisor) / Restrepo, María A (Thesis advisor) / Benitez, Viridiana (Committee member) / Wilkens, Natalie (Committee member) / Arizona State University (Publisher)
Created2019
Description
Over the past 25 years, efforts have been made to integrate technology into teaching and learning. In particular, the personalized learning approach has sought to leverage technology to deliver instruction that is adaptive to the learner and personalized learning environments were used as tools in tailoring instruction to match learner needs. Typically, personalized instruction has been delivered using technology, such as the computer. However, little research has focused on using personalized learning as a tool for remediation. The goal of this study was to empirically investigate the efficacy of personalized learning in Algebra as a remediation tool. This study used a mixed-methods approach to analyze satisfaction with the learning environment, perception of and attitudes toward the content being delivered, and the reported overall experience and the personalized experience in the context of two versions of a computer-based multimedia Algebra learning environment. A total of 117 high school students in grades 10 through 12 participated on a voluntary basis. They had previously taken an introductory Algebra course and were now enrolled in a different math course. The students were assigned to one of two conditions: (a) the computer-based multimedia learning environment on the personalized learning platform known as Personalized Learning and (b) the same learning environment without the Personalized Learning platform. In addition to completing a pre- and post-test, participants were administered attitudinal surveys. Results indicated no knowledge gains in either group at the post-test assessment. Further, analyses by gender and race also did not reveal any significant differences among the groups. However, survey results indicated one significant finding: the students exposed to the personalized learning environment had more positive perceptions towards personalized learning than towards the overall experience with the learning environment.
Implications for these results and further goals for this line of research are discussed in greater detail within the context of personalized learning, user experience, and social aspects of learning. This work also provides opportunities in helping educators choose adequate tools for teaching and delivering instruction tailored to learners’ needs.
Implications for these results and further goals for this line of research are discussed in greater detail within the context of personalized learning, user experience, and social aspects of learning. This work also provides opportunities in helping educators choose adequate tools for teaching and delivering instruction tailored to learners’ needs.
ContributorsSavio-Ramos, Caroline Andrea (Author) / Bitter, Gary G. (Thesis advisor) / Buss, Ray (Committee member) / Legacy, Jane (Committee member) / Arizona State University (Publisher)
Created2015