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Description
Collaborative Video Viewing (CVV) transforms passive video-based learning into an engaging, active process. While collaborative modes have different affordances that could potentially influence knowledge co-construction, no study has directly assessed the impact of collaborative modes in CVV activities. Therefore, this current study seeks to investigate how collaborative modes influence learning outcomes, learning engagement, group interaction and the co-construction process.The study utilized a within-subject, counterbalanced experimental design, in which each participating undergraduate student was paired in dyads. These dyads were assigned to engage in two separate CVV sessions: one using synchronous voice-based collaborative mode (SV) and the other using asynchronous text-based collaborative mode (AT). After each session, participants completed a test consisting of retention and application questions. ANCOVA was utilized to analyze the test scores.
To ascertain if the different scores were a result of varying levels of learning engagement, dyad discussions were coded using ICAP coding (Chi & Wylie, 2014). Furthermore, to delve deeper into the group interaction mechanism in SV and AT, a codebook was developed to analyze the discourse that occurred during dyad interaction. Sequential analysis and thematic narrative analysis were employed to visualize interaction patterns and the co-construction process.
The findings indicated that, generally, SV dyads performed better on application scores and have significantly higher interactive learning engagement than AT dyads. In line with ICAP predictions, the higher-score groups in both SV and AT engaged in more generative processes, leading to more constructive and interactive comments than lower-scoring groups. In terms of group interaction, both SV and AT primarily use descriptive discourse for co-explanation. However, the SV groups exclusively introduce discourse expressing uncertainty, which subsequently leads to group negotiation. The study identified distinct knowledge co-construction phases, including (a) co-explanation, (b) negotiation, and (c) application. Although the co-explanation phase is the most frequent in all dyad scores in both SV and AT, the negotiation phase appears to differentiate low-high score dyads from high-high score dyads.
These findings hold research implications for understanding learning engagement and group interaction in various online collaborative modes, as well as for the instructional design of active video-based learning through collaborative video viewing.
ContributorsTechawitthayachinda, Ratrapee (Author) / Chi, Michelene (Thesis advisor) / Hong, Yi-Chun (Thesis advisor) / Nelson, Brian (Committee member) / Arizona State University (Publisher)
Created2023
Description
This dissertation develops an Indigenous rhetorical praxis of futurity, whichserves as an anticolonial methodology to activate indigeneity as a condition of possibility within communication studies. This approach seeks to apprehend and expose the persistence of colonialism and imperialism, particularly as these structures continue to shape and impact Indigenous lands and lives. It is promiscuous in practice, building from Indigenous political and cultural domains while simultaneously traversing the networks of colonialist ideologies to rearticulate rhetorical theoretical and methodological practices that are infused in anticolonial consciousness.
To illuminate this praxis, I analyze three Indigenous speculative fiction novels authored by Indigenous people: Elatsoe by Darcie Little Badger (Lipan Apache Tribe of Texas), The Marrow Thieves by Cherie Dimaline (Georgian Bay Métis), and The Only Good Indians by Stephen Graham Jones (Blackfeet). I concentrate on two primary aspects within the novels studied, including the authors’ articulations of spatial and affective relations as they inform Indigenous futurity. My focus on spatiality interrogates how the authors redefine colonial spaces and their impacts on bodies, identities, communities, and kinship formations. The analysis of affect explores how Indigenous desires, intimacies, and sensual embodiments are employed to dismantle liberalism, democracy, and discourses of rights and recognition.
These examinations uncover the productions of indigeneity, colonialism, and sovereignty to enhance an understanding of the modes of dispossession through which subjectivities are constructed and deconstructed. Overall, this dissertation carves a space for Indigenous futures in communication studies and makes contributions to critical rhetorical studies, queer intercultural communication research, and the emerging subfield of Indigenous communication studies.
ContributorsStanley, Liahnna (Author) / LeMaster, Lore/tta (Thesis advisor) / Kim, Heewon (Thesis advisor) / Vicenti Carpio, Myla (Committee member) / Lechuga, Michael (Committee member) / Arizona State University (Publisher)
Created2023
Description
Massively multiplayer online games (MMOs) offer community spaces where players can interact and develop a diverse range of skills online, such as communication and socialization, that can be applied offline. Designing more inclusive community spaces is crucial to give a more diverse range of individuals the chance to develop these skills. One way to add diversity to an online community space is to attract players with diverse personalities and play styles. This study is a qualitative exploration of personality and play in Final Fantasy XIV (FFXIV). The specific research question is: what kinds of patterns exist in player personality and in the choices players make in a massively multi-player online (MMO) game Subjects were given the Big 5 personality survey to measure the five core personality dimensions. The survey also included FFXIV-specific items about in-game preferences and play styles of the players, and it concluded with open-ended questions that allowed subjects to explain certain choices. Thematic analysis was used to find patterns in the open-ended questions. The results of this exploratory study indicate that the players in this community are mostly casual and play FFXIV for the content and social aspects of the game. They enjoyed the customization options and gameplay of FFXIV. It is important to be open to the different backgrounds of players who join the Free Company (FC) and to accommodate their preferences and choices in the game. Consistent player interactions and activities with other members in their FC help to create a sense of community.
ContributorsFlor, Michelle Kaitlyn (Author) / Wise, Greg (Thesis advisor) / Mean, Lindsey (Committee member) / Halavais, Alexander (Committee member) / Arizona State University (Publisher)
Created2023
Description
I center my analysis on Amazon’s recent foray into alternative history The Man in the High Castle premised on Philip K. Dick’s 1962 novel of the same name. Amazon Studio’s production The Man in the High Castle builds upon the premise of an alternative history where World War II ends differently. Here, the diegetic narrative depicts a United States split into three distinct regions: the east coast, now part of the German Reich; the Neutral Zone, or most of the Midwest and the Rocky Mountains; and the west coast, controlled by Japanese Empire. The film version debuted in 2015 as a series extending to four seasons of 10 episodes a piece by 2019. I argue that the show takes cues from modern political tensions, the rise of the alt-right and “post-truth” media manipulations, to intentionally destabilize viewers’ memories of the historical past. By blurring the boundaries between the diegetic reality of the show and our accepted version of history, The Man in the High Castle disrupts the facility in which the viewer assumes alignment with memory and past, opting instead for a complicated refiguring of the political present. Here I articulate how film as a medium tampers with the viewer’s ontological understanding of image by collapsing history and fiction together. Additionally, the capacity of film to provoke empathy from viewers complicates the universal condemnation of Nazism we are familiar with and permits viewers to see the banality of evil in this reimagined history. Finally, I discuss how film as a medium capitalizes on the incompleteness of memory and the loopholes of history to fabricate viewer memory.
ContributorsAbele, Kelsey Taylor (Author) / Brouwer, Daniel (Thesis advisor) / Carlson, Adina (Committee member) / Hedberg Olenina, Ana (Committee member) / Arizona State University (Publisher)
Created2020
Description
The purpose of this dissertation is to explore how humans experience relationships with machines such as love and sex dolls and robots. This study places a particular emphasis on in-depth, rich, and holistic understanding of people’s lived experiences in the context of human-machine relationships and draws on human-machine communication scholarship by examining media evocation perspectives, the role of illusions, and the topic of care. Therefore, this study uses a funneled serial interview design employing three waves of semi-structured interviews (N = 47) with 29 love and sex doll owners and users. Utilizing a phronetic iterative qualitative data analysis approach coupled with metaphor analysis, the findings of this study reveal how participants experience dolls as evocative objects and quasi-others. Moreover, the findings illustrate how participants actively construct and (re)negotiate authenticity in their human-machine relationships, driven by a cyclical process between doll characteristics (agency and presence) and doll owner characteristics (imagination and identity extension) that results in an illusion of being cared for. This study extends previous scholarship by: 1) showcasing a new type of mute machines, namely humanoid mute relational machines; 2) adding empirical evidence to the largely theoretical work on dolls and doll owners; 3) adding empirical evidence to and extending media evocation perspectives by illustrating the suitability of participant metaphors for understanding machines’ evocative nature; and 4) proposing an integrative model of care and illusions that lays the foundation for a new relational interaction illusion model to be examined in future research. This study also discusses practical implications for doll owners, the public, and doll developers.
ContributorsDehnert, Marco (Author) / Sharabi, Liesel L (Thesis advisor) / Tracy, Sarah J (Thesis advisor) / Edwards, Autumn P (Committee member) / Arizona State University (Publisher)
Created2024
Description
College graduates are expected to acquire certain skill sets that are necessary andsought after by potential employers, as many industries in the United States continue to
grow a global footprint. Employers also value good communication skills, and
communication classes are a staple of most general education curricula, including those
taught on community college campuses. The diversity of the student populations on
community college campuses in the United States is vast, as is the cultural wealth
accompanying this diversity. Diverse and internationalized student populations at
community colleges include local students living in communities surrounding community
colleges and international students studying abroad in the United States. This action
research study infused intercultural intelligence activities into a third culture
Communication 100 classroom using the prescribed course objectives to prepare both
local and international students to enter a global, or a glocal-local (glocal) workforce.
This was done by having local and international students communicate, share, and teach
each other and their instructor via their cultural capital in a third culture classroom.
Mixed methods were employed by collecting student reflection journals after completing
four class activities that introduced them to the principles of cultural intelligence.
Students in an experimental class and two control classes completed the Global
Perspectives Inventory (GPI) as a pre- and post-assessment. The experimental students’
GPI scores indicated they perceived themselves to have grown more on all seven
variables in the study and felt more prepared to enter a global workforce. In the
experimental class, results from both qualitative and quantitative data indicated that the
international and local Latine students had comparable cultural intelligence skills upon
entering the class and that they felt they learned more about the world by working with
each other. Their perceptions changed in a positive direction regarding their intercultural
intelligence growth, and they felt more prepared to enter a global and glocal workforce
due to their participation in the Communication 100 third culture classroom.
ContributorsPetit, Annique (Author) / Judson, Eugene (Thesis advisor) / Hesse, Maria (Committee member) / Amavisca Reyes, Nora (Committee member) / Arizona State University (Publisher)
Created2024