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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
The relationship between parent and child acculturation gaps and the child's well-being for Asian American families, with the child's perceived family conflict as a potential mediating variable were examined in this study. In addition to linear relationships of acculturation gaps, curvilinear relationships were also examined. The sample consisted of 165 first or second generation Asian Americans, aged between 18 to 22. Results indicated that native culture gap is predictive of participants' self-report of depression, and family conflict did function as a mediator to the relationship between native culture gap and depression. The curvilinear relationship between acculturation gaps and well-being was not supported by the results of the study. Further implications and future directions are discussed.
ContributorsShi, Yue (Author) / Tracey, Terence (Thesis advisor) / Homer, Judith (Committee member) / Atkinson, Robert (Committee member) / Arizona State University (Publisher)
Created2015
Description
Millions of people every day log onto their computers to play competitive games with others around the world. Each of these players has their own unique personality and their own reasons for playing. To explore the relationship between player personalities and gameplay, this study asked participants to report their Myers-Briggs sixteen personality types and complete a survey that asked them questions about their behavior while games playing competitively online including their preferred in-game archetype and questions about how they interact with other players online. The survey also included the Grit Scale test, which which was intended to explore players' perseverance. Nearly 700 people participated in the study and all responses were analyzed based on their Myers-Briggs' personality type. While this study revealed that Myers-Briggs' personality type alone cannot determine a player's mindset while playing online, it was found to be an indicator of how they feel about socializing with others online. The implications of these results are discussed in this paper.
ContributorsKeyvani, Kurosh (Author) / Atkinson, Robert (Thesis director) / Chavez-Echeagaray, Maria Elena (Committee member) / Computer Science and Engineering Program (Contributor) / Barrett, The Honors College (Contributor)
Created2017-05
Description
Abstract Chess has been a common research topic for expert-novice studies and thus for learning science as a whole because of its limited framework and longevity as a game. One factor is that chess studies are good at measuring how expert chess players use their memory and skills to approach a new chessboard con�guration. Studies have shown that chess skill is based on memory, speci�cally, "chunks" of chess piece positions that have been previously encountered by players. However, debate exists concerning how these chunks are constructed in players' memory. These chunks could be constructed by proximity of pieces on the chessboard as well as their precise location or constructed through attack-defense relations. The primary objective of this study is to support which one is more in line with chess players' actual chess abilities based off their memory, proximity or attack/defense. This study replicates and extends an experiment conducted by McGregor and Howe (2002), which explored the argument that pieces are primed more by attack and defense relations than by proximity. Like their study, the present study examined novice and expert chess players' response times for correct and error responses by showing slides of game configurations. In addition to these metrics, the present study also incorporated an eye-tracker to measure visual attention and EEG to measure affective and cognitive states. They were added to allow the comparison of subtle and unconscious behaviors of both novices and expert chess players. Overall, most McGregor and Howe's (2002) results were replicated supporting their theory on chess expertise. This included statistically significance for skill in the error rates with the mean error rates on the piece recognition tests were 70.1% for novices and 87.9% for experts, as well as significance for the two-way interaction for relatedness and proximity with error rates of 22.4% for unrelated/far, 18.8% for related/far, 15.8% for unrelated
ear, and 29.3% for related
ear. Unfortunately, there were no statistically significance for any of the response time effects, which McGregor and Howe found for the interaction between skill and proximity. Despite eye-tracking and EEG data not either support nor confirm McGregor and Howe's theory on how chess players memorize chessboard configurations, these metrics did help build a secondary theory on how novices typically rely on proximity to approach chess and new visual problems in general. This was exemplified by the statistically significant results for short-term excitement for the two-way interaction of skill and proximity, where the largest short-term excitement score was between novices on near proximity slides. This may indicate that novices, because they may lean toward using proximity to try to recall these pieces, experience a short burst of excitement when the pieces are close to each other because they are more likely to recall these configurations.
ear, and 29.3% for related
ear. Unfortunately, there were no statistically significance for any of the response time effects, which McGregor and Howe found for the interaction between skill and proximity. Despite eye-tracking and EEG data not either support nor confirm McGregor and Howe's theory on how chess players memorize chessboard configurations, these metrics did help build a secondary theory on how novices typically rely on proximity to approach chess and new visual problems in general. This was exemplified by the statistically significant results for short-term excitement for the two-way interaction of skill and proximity, where the largest short-term excitement score was between novices on near proximity slides. This may indicate that novices, because they may lean toward using proximity to try to recall these pieces, experience a short burst of excitement when the pieces are close to each other because they are more likely to recall these configurations.
ContributorsSeto, Christian Paul (Author) / Atkinson, Robert (Thesis director) / Runger, George (Committee member) / Industrial, Systems (Contributor, Contributor) / Barrett, The Honors College (Contributor)
Created2017-05
Description
Technical interviews have become the standard for assessing candidates for software development roles. The purpose of this study is to determine whether time constraints impact the performance of individuals on HackerRank coding assessments. During the surveys and HackerRank assessment, subjects wore two physiological sensors: a galvanic skin response bracelet, Shimmer3+GSR that measures emotional intensity and an EEG headset, B-Alert X24 that measures cognitive workload, engagement, and distraction. Subjects were also monitored by external sensors, such as an eye tracker to measure visual attention and by a facial-based emotion recognition system through a webcam to measure their visual attention and emotions. Through these metrics, as well as a Big Five personality demographic survey and mental demand survey, the study examines the difference in performance between strictly timed assessments and timed assessments with time to revise.
ContributorsGhazouli, Kiana (Author) / Atkinson, Robert (Thesis director) / Chavez-Echeagaray, Maria Elena (Committee member) / School of Social Transformation (Contributor) / Department of Management and Entrepreneurship (Contributor) / Computer Science and Engineering Program (Contributor) / Barrett, The Honors College (Contributor)
Created2018-05
Description
Physical activity has been shown to have lasting impacts on one's physical and mental wellbeing. The purpose of this study was to further this understanding by examining the effects of high team-based exercise on cognition and perception, and the role of gender and emotion in those differences. Participants were fitted with a biometric measure system (EEG headset, GSR bracelet, face-based emotion recognition system, and eye tracking system), while they engaged in diverse tasks, such as: a demographic survey, self-report of emotional intelligence test, tower of London test, motor speed test, viewing product and experience marketing videos, working memory capacity battery, completion of an online task on online store, and a system usability survey. By participating in this series of assessments, individuals of low and high exercise levels had diverse metrics collected which yield a view into their cognition and perception. This study found that gender and emotion does play a role in the effect on cognition and perception of individuals who exercise in team-based settings. Utilizing Welch's t-test, female participants of high team-based exercise were found to be less engaged during the tower of London test and a marketing video about baseball products that shows different experiences of the game and more distracted during a marketing video about baseball products that shows a particular baseball product than male participants of high team-based exercise during the same same exact test and marketing videos.
ContributorsLe, Tristan (Author) / Atkinson, Robert (Thesis director) / Chavez-Echeagaray, Maria Elena (Committee member) / Computer Science and Engineering Program (Contributor) / Barrett, The Honors College (Contributor)
Created2018-12
Description
Physical activity is something that everyone engages in at varying levels. It has been linked to positively impacting general wellbeing, as well as preparing the mind and body to learn new skills. However, the significance of physical activity remains under-explored in some areas. The purpose of this study was to determine the relationship between physical activity levels and emotional intelligence, navigation and planning skills, motor skills, memory capacity, and one’s perception of the ‘value’ of an object or an experience. During sessions, participants were equipped with two physiological sensors: the EEG B-Alert X10 or X24 headset, and the Shimmer GSR3. In addition to these, two external sensors were used: a web camera for recording and evaluating facial expressions, and the Tobii X2-30, X2-60, or Tobii T60XL eye tracking systems, used to monitor visual attention. These sensors were used to collect data while participants completed a series of tasks: the Self-Report of Emotional Intelligence Test, the Tower of London Test, the Motor Speed Test, the Working Memory Capacity Battery, watching product-centered videos, and watching experience-centered videos. Multiple surveys were also conducted, including a demographic survey, a nutritional and health survey, and a sports preference survey. Utilizing these metrics, this study found that those who exercise more experience and express higher levels of emotion, including joy, sadness, contempt, disgust, confusion, frustration, surprise, anger, and fear. This implies a difference in emotional response modulation between those who exercise more and those who exercise less, which in turn implies a difference in perception between the two groups. There were no significant findings related to navigation and planning skills, motor skills, or memory capacity from this analysis.
ContributorsFalls, Tarryn (Author) / Atkinson, Robert (Thesis director) / Chavez-Echeagaray, Maria Elena (Committee member) / Arts, Media and Engineering Sch T (Contributor) / Computer Science and Engineering Program (Contributor) / Barrett, The Honors College (Contributor)
Created2019-05
Description
The gameplay experience can be understood as an interaction between player and game design characteristics. A greater understanding of these characteristics can be gained through empirical means. Subsequently, an enhanced knowledge of these characteristics should enable the creation of games that effectively generate desirable experiences for players. The purpose of this study was to investigate the relationships between gameplay enjoyment and the individual characteristics of gaming goal orientations, game usage, and gender. A total of 301 participants were surveyed and the data were analyzed using Structural Equation Modeling (SEM). This led to an expanded Gameplay Enjoyment Model (GEM) with 41 game features, an overarching Enjoyment factor, and 9 specific components, including Challenge, Companionship, Discovery, Fantasy, Fidelity, Identity, Multiplayer, Recognition, and Strategy. Furthermore, the 3x2 educational goal orientation framework was successfully applied to a gaming context. The resulting 3x2 Gaming Goal Orientations (GGO) model consists of 18 statements that describe players' motivations for gaming, which are distributed across the six dimensions of Task-Approach, Task-Avoidance, Self-Approach, Self-Avoidance, Other-Approach, and Other-Avoidance. Lastly, players' individual characteristics were used to predict gameplay enjoyment, which resulted in the formation of the GEM-Individual Characteristics (GEM-IC) model. In GEM-IC, the six GGO dimensions were the strongest predictors. Meanwhile, game usage variables like multiplayer, genre, and platform preference, were minimal to moderate predictors. Although commonly appearing in games research, gender and game time commitment variables failed to predict enjoyment. The results of this study enable important work to be conducted involving game experiences and player characteristics. After several empirical iterations, GEM is considered suitable to employ as a research and design tool. In addition, GGO should be useful to researchers interested in how player motivations relate to gameplay experiences. Moreover, GEM-IC points to several variables that may prove useful in future research. Accordingly, it is posited that researchers will derive more meaningful insights on games and players by investigating detailed, context-specific characteristics as compared to general, demographic ones. Ultimately, it is believed that GEM, GGO, and GEM-IC will be useful tools for researchers and designers who seek to create effective gameplay experiences that meet the needs of players.
ContributorsQuick, John (Author) / Atkinson, Robert (Thesis advisor) / McNamara, Danielle (Committee member) / Nelson, Brian (Committee member) / Savenye, Wilhelmina (Committee member) / Arizona State University (Publisher)
Created2013
Description
This study was designed to test a new method of instruction for Japanese language students' re-acquisition of the Japanese relative clause structure. 10 Japanese language students who had already been exposed to the Japanese relative clause in their previous semester were asked to take a pretest that assessed their (a) knowledge of basic grammar concepts such as a "subject" and "predicate," (b) their ability to apply those basic grammar concepts to the Japanese language, and (c) their grasp of the rules applying to the formation of the Japanese relative clause. Students were then placed into a control group containing 6 students and an experimental group containing four students. The experimental group received additional lessons consisting of explicit instruction of basic grammar in both Japanese and English, as well as basic noun relativization rules in each language. The study found that the explicit instruction helped student comprehension of the relative clause structure, although some difficulties remain in identifying the relative clause and in constructing it on their own.
ContributorsHinojosa, Katie Crystine (Author) / Tomoko, Shimomura (Thesis director) / Ghanem, Carla (Committee member) / Chambers, Anthony (Committee member) / Barrett, The Honors College (Contributor) / School of International Letters and Cultures (Contributor)
Created2013-05
Description
Consumer automotive vehicles have been an essential part of daily life for many over several decades. Many people also find that the multimedia screens found in the center consoles of many modern vehicles are robust enough to complete a certain number of tasks, such as navigating to a destination, playing music, or taking a phone call. As a result, it is important for designers to look into their decisions and how they might affect the overall experience a person has while interacting with multimedia screen as they are driving a vehicle. This study aims to look into how existing design decisions present themselves in the multimedia screens of modern vehicles and which principles of design users favor when interacting with the systems. With 188 participants and three vehicles tested, including the 2019 Toyota Highlander equipped with native software, the 2019 Hyundai Sonata equipped with Android Auto, and the 2020 Hyundai Elantra equipped with Apple CarPlay, it was found that design principles found in Human Computer Interaction, such as Gestalt principles, are relevant in allowing for a more positive, enjoyable experience in completing tasks such as navigation, playing music, and taking a phone call.
ContributorsHwang, Jaesang (Author) / Atkinson, Robert (Thesis director) / Chavez Echeagaray, Maria Elena (Committee member) / Barrett, The Honors College (Contributor) / Computer Science and Engineering Program (Contributor)
Created2023-05