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The current study investigated the task of coloring static images with multimedia learning to determine the impact on retention and transfer scores. After watching a multimedia video on the formation of lightning participants were assigned to either a passive, active, or constructive condition based on the ICAP Framework. Participants colored

The current study investigated the task of coloring static images with multimedia learning to determine the impact on retention and transfer scores. After watching a multimedia video on the formation of lightning participants were assigned to either a passive, active, or constructive condition based on the ICAP Framework. Participants colored static images on key concepts from the video, passive condition observed the images, active condition colored the images by applying the concepts, and the constructive condition colored the images by generating new ideas and concepts. The study did not support the hypothesis that the constructive condition would have increased retention and transfer scores over the active and passive conditions. The mental effort measures did not show significance among groups in relation to learning but perception measures did show an increase in participants enjoyment and engagement. Since the coloring craze has become more accepted for adults then could coloring be a way to increase participants learning through engagement.
ContributorsWilliams, Jennifer S (Author) / Craig, Scotty D. (Thesis advisor) / Roscoe, Rod (Committee member) / Branaghan, Russell (Committee member) / Arizona State University (Publisher)
Created2018
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Description
Multimedia learning has become increasingly popular as it proceeds to understand how different senses such as the visual and auditory systems work together to present information. The aim of the present study was to examine the effect of temporal contiguity, a principle of multimedia learning, while displaying images and narration

Multimedia learning has become increasingly popular as it proceeds to understand how different senses such as the visual and auditory systems work together to present information. The aim of the present study was to examine the effect of temporal contiguity, a principle of multimedia learning, while displaying images and narration of fruits and vegetables to increase memorization of content. 21 preschool students between the ages of 4 and 5 from Arizona State University’s Child Study Lab were recruited for the purpose of the study. Students received one of two versions of a short video while inside the classroom. The two videos displayed information either at the same time or successively. Children’s knowledge was assessed with a drag and drop categorization game. The findings show there were no significant differences between the two conditions. Future studies should consider a longer training period when developing multimedia learning technology to ensure content is retained.
ContributorsLang, Destiny Hope (Author) / Craig, Scotty D. (Thesis advisor) / Roscoe, Rod (Committee member) / Kupfer, Anne (Committee member) / Arizona State University (Publisher)
Created2019
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Description
Previous research has shown that perceptual illusions can enhance golf putting performance, and the effect has been explained as being due to enhanced expectancies. The present study was designed to further understand this effect by measuring putting in 3 additional variations to the Ebbinghaus illusion and by measuring putting kinematics.

Previous research has shown that perceptual illusions can enhance golf putting performance, and the effect has been explained as being due to enhanced expectancies. The present study was designed to further understand this effect by measuring putting in 3 additional variations to the Ebbinghaus illusion and by measuring putting kinematics. Nineteen ASU students with minimal golf experience putted to the following illusion conditions: a target, a target surrounded by small circles, a target surrounded by large circles, a target surrounded by both large and small circles, no target surrounded by small circles and no target surrounded by large circles. Neither perceived target size nor putting error was significantly affected by the illusion conditions. Time to peak speed was found to be significantly greater for the two conditions with no target, and lowest for the condition with the target by itself. Suggestions for future research include having split groups with and without perceived performance feedback as well as general performance feedback. The size conditions utilized within this study should continue to be explored as more consistent data could be collected within groups.
ContributorsCoon, Victoria (Author) / Gray, Rob (Thesis advisor) / Roscoe, Rod (Committee member) / Branaghan, Russ (Committee member) / Arizona State University (Publisher)
Created2019
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Description
Brain-computer interface technology establishes communication between the brain and a computer, allowing users to control devices, machines, or virtual objects using their thoughts. This study investigates optimal conditions to facilitate learning to operate this interface. It compares two biofeedback methods, which dictate the relationship between brain activity and the movement

Brain-computer interface technology establishes communication between the brain and a computer, allowing users to control devices, machines, or virtual objects using their thoughts. This study investigates optimal conditions to facilitate learning to operate this interface. It compares two biofeedback methods, which dictate the relationship between brain activity and the movement of a virtual ball in a target-hitting task. Preliminary results indicate that a method in which the position of the virtual object directly relates to the amplitude of brain signals is most conducive to success. In addition, this research explores learning in the context of neural signals during training with a BCI task. Specifically, it investigates whether subjects can adapt to parameters of the interface without guidance. This experiment prompts subjects to modulate brain signals spectrally, spatially, and temporally, as well differentially to discriminate between two different targets. However, subjects are not given knowledge regarding these desired changes, nor are they given instruction on how to move the virtual ball. Preliminary analysis of signal trends suggests that some successful participants are able to adapt brain wave activity in certain pre-specified locations and frequency bands over time in order to achieve control. Future studies will further explore these phenomena, and future BCI projects will be advised by these methods, which will give insight into the creation of more intuitive and reliable BCI technology.
ContributorsLancaster, Jenessa Mae (Co-author) / Appavu, Brian (Co-author) / Wahnoun, Remy (Co-author, Committee member) / Helms Tillery, Stephen (Thesis director) / Barrett, The Honors College (Contributor) / Harrington Bioengineering Program (Contributor) / Department of Psychology (Contributor)
Created2014-05
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Description
Civilian and military use of remotely piloted aircraft (RPA) has significantly increased in recent years. Specifically, the United States Air Force (USAF) has an insatiable demand for RPA operations, that are responsible for fulfilling critical demands in every theater 24 hours a day, 365 days a year (United States Air

Civilian and military use of remotely piloted aircraft (RPA) has significantly increased in recent years. Specifically, the United States Air Force (USAF) has an insatiable demand for RPA operations, that are responsible for fulfilling critical demands in every theater 24 hours a day, 365 days a year (United States Air Force, 2015). Around the clock operations have led to a manning shortage of RPA pilots in the USAF. The USAF MQ-9 “Reaper” Weapons School trains tactical experts and leaders of Airmen skilled in the art of integrated battle-space dominance (United States Air Force, 2015). Weapons Officers for the MQ-9 platform are also critically under-manned, with only 17% of allocated slots filled (B. Callahan, personal communication, January 28, 2016). Furthermore, the leading cause of training attrition has been attributed to lack of critical thinking and problem solving skills (B. Callahan, personal communication, January 28, 2016); skills not directly screened for prior to entering the RPA pilot career field. The proposed study seeks to discover patterns of student behaviors in the brief and debrief process in Weapons School, with the goal of identifying the competencies that distinguish the top students in Weapons School.
ContributorsDriggs, Jade B (Author) / Cooke, Nancy J. (Thesis advisor) / Niemczyk, Mary (Committee member) / Roscoe, Rod (Committee member) / Arizona State University (Publisher)
Created2017
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Description
Visual aides, such as PowerPoint slides, hand-outs, and lecture notes on whiteboards, are often used in classrooms to convey important content to learners, especially in high school and college. When using these visual learning aides, it is important to consider which qualities of these presentations can affect learning— positively or

Visual aides, such as PowerPoint slides, hand-outs, and lecture notes on whiteboards, are often used in classrooms to convey important content to learners, especially in high school and college. When using these visual learning aides, it is important to consider which qualities of these presentations can affect learning— positively or negatively—and how those qualities interact with individual student characteristics. In the present study, we examine the overlap between audio and text and how the effects of overlap potentially interact with reading comprehension abilities. The examination of these potential influences on learning in this study is inspired by Cognitive Load Theory, the Dual-Channel Assumption, and prior research.
ContributorsHarry, Danielle (Author) / McNamara, Danielle (Thesis director) / Presson, Clark (Committee member) / Jackson, Tanner (Committee member) / Roscoe, Rod (Committee member) / Barrett, The Honors College (Contributor) / College of Liberal Arts and Sciences (Contributor)
Created2012-12
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Description
The relationship between user experience, learning, and psychology is complex. There are many rules and concepts that guide experience design. It is likely that some of the guidance is valid whereas other guidance is not. This explores some of that guidance and evaluates how they are linked to learning. Do

The relationship between user experience, learning, and psychology is complex. There are many rules and concepts that guide experience design. It is likely that some of the guidance is valid whereas other guidance is not. This explores some of that guidance and evaluates how they are linked to learning. Do the guidance’s made 25, 50, 100 years ago still hold true today? Additionally, the psychological background behind the way someone holds memory is important. Knowing how information is stored and processed helps educators provide the best learning experience possible. With an eye toward perception and cognition, this paper examines the relevance of the various pieces of guidance. The results suggest that, overall, this guidance is still valid and valuable to current learning trends and designs. This suggests that user experience designers for education need to pay attention to the guidance provided by psychology when designing learning management systems, placing content in a course, and choosing which aesthetics to follow.
ContributorsLapujade, Lily Ann (Author) / Branaghan, Russell (Thesis director) / Roscoe, Rod (Committee member) / Human Systems Engineering (Contributor, Contributor) / College of Integrative Sciences and Arts (Contributor) / Barrett, The Honors College (Contributor)
Created2020-05
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Description
The relationship between video games and education is something that has been studied extensively in academia. Based upon these studies a new concept was created, gamification. Gamification is the next step in video game research to analyze why video games enhance learning. The interest and research into this concept have

The relationship between video games and education is something that has been studied extensively in academia. Based upon these studies a new concept was created, gamification. Gamification is the next step in video game research to analyze why video games enhance learning. The interest and research into this concept have developed so much so that it has become its own topic area for research. This study is looking to analyze the effect that gamification has on not only learning, but also self-efficacy. Through a choose your own adventure game, the knowledge and self-efficacy of participants will be examined to observe the differences when learning difficult engineering concepts with and without gamification. It is expected that participants that experienced training through gamification will demonstrate deeper learning and higher self-efficacy than trained through a video. Furthermore, it is anticipated that some video trained participants’ self-efficacy will increase; however, their comprehension will be less than participants trained through gamification. The results of this study can help promote the interest in researching gamification and education, while influencing educators to corporate gamification elements when designing their courses. Moreover, this study continued through adaptation and integration into a statics forces class, investigated if the same results can be found within a classroom setting.
ContributorsKanechika, Amber (Author) / Craig, Scotty (Thesis director) / Roscoe, Rod (Committee member) / Engineering Programs (Contributor) / Barrett, The Honors College (Contributor)
Created2020-05
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Description
The bilingual experience is an often-studied multivariate phenomenon with a heterogeneous population that is often described using subtypes of bilingualism. “Bilingualism” as well as its subtypes lack consistent definitions and often share overlapping features, requiring researchers to measure a number of aspects of the bilingual experience. Different variables have been

The bilingual experience is an often-studied multivariate phenomenon with a heterogeneous population that is often described using subtypes of bilingualism. “Bilingualism” as well as its subtypes lack consistent definitions and often share overlapping features, requiring researchers to measure a number of aspects of the bilingual experience. Different variables have been operationalized to quantify the language proficiencies, use, and histories of bilinguals, but the combination of these variables and their contributions to these subtypes often vary between studies on bilingualism. Research supports that these variables have an influence not only on bilingual classification, but also on non-linguistic outcomes including perceptions of self-worth and bicultural identification. To date, there is a lack of research comparing the quantification of these bilingual subtypes and these non-linguistic outcomes, despite research supporting the need to address both. Person-centered approaches such as latent profile analysis (LPA) and fuzzy set qualitative comparative analysis (fsQCA) have been applied to describe other multivariate constructs with heterogeneous populations, but these applications have yet to be used with bilingualism. The present study integrates models of bilingualism with these analytic methods in order to quantitatively identify latent profiles of bilinguals, describe the sets of conditions that define these subtypes, and to characterize the subjective experiences that differentiate these subtypes. The first study uses an existing data set of participants who completed the Language and Social Background Questionnaire (LSBQ) and performs LPA and fsQCA, identifying latent profiles and the sets of conditions that these subtypes. The following studies use a second set of bilinguals who also completed the LSBQ as well as a supplementary questionnaire, characterizing their identification with biculturalism and their feelings of self-worth. The analyses are repeated with these data to describe the profiles within these data and the subjective experiences in common. Finally, all analyses are repeated with the combined datasets to develop a final model of bilingual subtypes, describing the differences in language use and history within each subtype. Results demonstrate that latent models can be used to consistently characterize bilingual subtypes, while also providing additional information about the relationship between individual bilingual history and attitudes towards cultural identification.
ContributorsMcGee, Samuel (Author) / Azuma, Tamiko (Thesis advisor) / Gray, Shelley (Committee member) / Roscoe, Rod (Committee member) / Grimm, Kevin (Committee member) / Arizona State University (Publisher)
Created2022
Description
The advancement of technology has transformed information consumption into an accessible and flexible process. The open learning ecosystem that exists online relies on self-direction. Learners are able to effectively fulfill personal learning goals with preferred content forms, specifically by utilizing Massive Open Online Courses (MOOC). It is essential to investigate

The advancement of technology has transformed information consumption into an accessible and flexible process. The open learning ecosystem that exists online relies on self-direction. Learners are able to effectively fulfill personal learning goals with preferred content forms, specifically by utilizing Massive Open Online Courses (MOOC). It is essential to investigate the role of mediums in distributed learning to initiate human-centric design changes that best support the learner. This study provides insight into how choice influences self-learning and highlights the major engagement difficulties of MOOCs. Significant attrition was experienced while issuing text and audio material to participants for three weeks. Although this prevented valid statistical tests from being run, it was clear that text was the most desirable and effective medium. Students that read exhibited the highest comprehension levels and selected it as their de-facto consumption method even if audio was made available. Since this study involved complex topics, this supported the transient information effect. Future studies should focus deeply on the structure of online courses by implementing personable engagement features that improve overall participation rate.
ContributorsWoods, Quintin (Author) / Roscoe, Rod (Thesis advisor) / Craig, Scotty (Committee member) / Branaghan, Russell (Committee member) / Arizona State University (Publisher)
Created2019