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Description
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
Description
Web-based learning resources have been criticized as being developed with minimal consideration as to the effectiveness of the design principles or guidelines used to create them. Extraneous material is oftentimes present and necessary for learners to engage in effective learning with multimedia learning material. Signaling learners towards important information between images and corresponding text has been shown to be an effective method for providing learners a way to quickly find information between the two parts of the learning material. However, not all signaling methods are equally effective in all applications. This study investigates a novel signaling method, using spatial isolation of text, as a way to signal learners in a web-based format compared to a traditional highlighting method and a non-signaled control group. Improved learning performance was observed for knowledge retention using text isolation as the signaling method, but no other significant effects were observed between the other conditions. Additionally, transfer of knowledge across all conditions showed no significant differences either. While minimal support for the effectiveness of isolated text signaling was demonstrated, the statistical means trend across all post-test knowledge assessments suggest that further evaluation of the novel signaling method is justified.
ContributorsChin, Joshua (Author) / Craig, Scotty D. (Thesis advisor) / Branaghan, Russell (Committee member) / Roscoe, Rod (Committee member) / Arizona State University (Publisher)
Created2017
Description
This research aimed to analyze and ultimately understand the relationship between the four dimensions of the Technology Readiness Index (TRI) 2.0 (optimism, innovation, discomfort, and insecurity) when compared to self-efficacy and learning. The experiment design was a one-group pretest-posttest where a participant’s TRI 2.0 acted as a subject variable. This information was then correlated to changes in self-efficacy and content mastery (learning) from pre-/post-test scores pertaining to Google Sheets functions for introductory statistics. In-between the pre- and post-tests, a learning activity was presented which asked participants to analyze quantitative statistics using Google Sheets. Findings of this research demonstrated a statistically insignificant relationship between technology readiness and self-efficacy or learning. Alternatively, significance was observed in changes from pre- to post-test scores for both learning and self-efficacy where a relationship was found between the degree to which participants’ content mastery and self-efficacy change before and after a computer-supported learning activity is assigned. These findings directly contribute to current understanding of how and why individuals can effectively learn and perform in computer-supported learning environments.
ContributorsCervantes Villa, Sabrina Marie (Author) / Craig, Scotty D. (Thesis advisor) / Donner, Jodie (Committee member) / Roscoe, Rod (Committee member) / Wylie, Ruth (Committee member) / Arizona State University (Publisher)
Created2022
Description
This study investigated the ability to relate a test taker’s non-verbal cues during online assessments to probable cheating incidents. Specifically, this study focused on the role of time delay, head pose and affective state for detection of cheating incidences in a lab-based online testing session. The analysis of a test taker’s non-verbal cues indicated that time delay, the variation of a student’s head pose relative to the computer screen and confusion had significantly statistical relation to cheating behaviors. Additionally, time delay, head pose relative to the computer screen, confusion, and the interaction term of confusion and time delay were predictors in a support vector machine of cheating prediction with an average accuracy of 70.7%. The current algorithm could automatically flag suspicious student behavior for proctors in large scale online courses during remotely administered exams.
ContributorsChuang, Chia-Yuan (Author) / Femiani, John C. (Thesis advisor) / Craig, Scotty D. (Thesis advisor) / Bekki, Jennifer (Committee member) / Arizona State University (Publisher)
Created2015
Description
Cancer is a worldwide burden in every aspect: physically, emotionally, and financially. A need for innovation in cancer research has led to a vast interdisciplinary effort to search for the next breakthrough. Mathematical modeling allows for a unique look into the underlying cellular dynamics and allows for testing treatment strategies without the need for clinical trials. This dissertation explores several iterations of a dendritic cell (DC) therapy model and correspondingly investigates what each iteration teaches about response to treatment.
In Chapter 2, motivated by the work of de Pillis et al. (2013), a mathematical model employing six ordinary differential (ODEs) and delay differential equations (DDEs) is formulated to understand the effectiveness of DC vaccines, accounting for cell trafficking with a blood and tumor compartment. A preliminary analysis is performed, with numerical simulations used to show the existence of oscillatory behavior. The model is then reduced to a system of four ODEs. Both models are validated using experimental data from melanoma-induced mice. Conditions under which the model admits rich dynamics observed in a clinical setting, such as periodic solutions and bistability, are established. Mathematical analysis proves the existence of a backward bifurcation and establishes thresholds for R0 that ensure tumor elimination or existence. A sensitivity analysis determines which parameters most significantly impact the reproduction number R0. Identifiability analysis reveals parameters of interest for estimation. Results are framed in terms of treatment implications, including effective combination and monotherapy strategies.
In Chapter 3, a study of whether the observed complexity can be represented with a simplified model is conducted. The DC model of Chapter 2 is reduced to a non-dimensional system of two DDEs. Mathematical and numerical analysis explore the impact of immune response time on the stability and eradication of the tumor, including an analytical proof of conditions necessary for the existence of a Hopf bifurcation. In a limiting case, conditions for global stability of the tumor-free equilibrium are outlined.
Lastly, Chapter 4 discusses future directions to explore. There still remain open questions to investigate and much work to be done, particularly involving uncertainty analysis. An outline of these steps is provided for future undertakings.
In Chapter 2, motivated by the work of de Pillis et al. (2013), a mathematical model employing six ordinary differential (ODEs) and delay differential equations (DDEs) is formulated to understand the effectiveness of DC vaccines, accounting for cell trafficking with a blood and tumor compartment. A preliminary analysis is performed, with numerical simulations used to show the existence of oscillatory behavior. The model is then reduced to a system of four ODEs. Both models are validated using experimental data from melanoma-induced mice. Conditions under which the model admits rich dynamics observed in a clinical setting, such as periodic solutions and bistability, are established. Mathematical analysis proves the existence of a backward bifurcation and establishes thresholds for R0 that ensure tumor elimination or existence. A sensitivity analysis determines which parameters most significantly impact the reproduction number R0. Identifiability analysis reveals parameters of interest for estimation. Results are framed in terms of treatment implications, including effective combination and monotherapy strategies.
In Chapter 3, a study of whether the observed complexity can be represented with a simplified model is conducted. The DC model of Chapter 2 is reduced to a non-dimensional system of two DDEs. Mathematical and numerical analysis explore the impact of immune response time on the stability and eradication of the tumor, including an analytical proof of conditions necessary for the existence of a Hopf bifurcation. In a limiting case, conditions for global stability of the tumor-free equilibrium are outlined.
Lastly, Chapter 4 discusses future directions to explore. There still remain open questions to investigate and much work to be done, particularly involving uncertainty analysis. An outline of these steps is provided for future undertakings.
ContributorsDickman, Lauren (Author) / Kuang, Yang (Thesis advisor) / Baer, Steven M. (Committee member) / Gardner, Carl (Committee member) / Gumel, Abba B. (Committee member) / Kostelich, Eric J. (Committee member) / Arizona State University (Publisher)
Created2020
Description
ABSTRACTThis design-based research study addressed whether cognitive apprenticeships mediated by informal mentor networks can expand, deepen, and transfer knowledge with and for Learning Sciences students. Three cohorts of Learning Sciences students were invited to participate with all three represented in surveys, co-designs, and interviews, with conjecture maps produced as artifacts for personal, professional, and education agendas. Survey and interview responses demonstrate that each participant found that it was a helpful tool for collaborative learning. Theoretically grounded in situated cognition, communities of practice, and legitimate peripheral participation, the conjecture predicted improved outcomes in students' perceptions, attitudes, and beliefs with informal mentor networks to support and encourage practice and engagement. Perceptions, attitudes, and beliefs did improve with confidence in conjecture mapping, however, through iterative co-design, the focus on informal mentor networks shifted from social media due to low usage among respondents to collaborative peer tutoring. Students expressed interest in expanding their networking and mentorship opportunities. Participatory co-design with conjecture mapping significantly improved recognition as a member in a community of practice for Learning Sciences students. Keywords: situated cognition, community of practice, legitimate peripheral participation, conjecture mapping, cognitive apprenticeship, mentorship, more knowledge other (MKO)
ContributorsBrouthers, Curtiss (Author) / Wolf, Leigh (Thesis advisor) / Craig, Scotty D. (Committee member) / Zuiker, Steven J. (Committee member) / Arizona State University (Publisher)
Created2021
Description
With the ongoing development of simulation technology, classic barriers to social interactions are beginning to be dismantled. One such exchange is encapsulated within education—instructors can use simulations to make difficult topics more manageable and accessible to students. Within simulations that include virtual humans, however, there are important factors to consider. Participants playing in virtual environments will act in a way that is consistent with their real-world behaviors—including their implicit biases. The current study seeks to determine the impact of virtual humans’ skin tone on participants’ behaviors when applying engineering concepts to simulated projects. Within a comparable study focused on a medical training simulation, significantly more errors and delays were made when working for the benefit of dark-skinned patients in a virtual context. In the current study, participants were given a choose-your-own-adventure style game in which they constructed simulated bridges for either a light- ordark-skinned community, and the number of errors and time taken for each decision was tracked. Results are expected to be consistent with previous study, indicating a higher number of errors and less time taken for each decision, although these results may be attenuated by a
lack of time pressure and urgency to the given situations. If these expected results hold, there may be implications for both undergraduate engineering curriculum and real-world engineering endeavors.
lack of time pressure and urgency to the given situations. If these expected results hold, there may be implications for both undergraduate engineering curriculum and real-world engineering endeavors.
ContributorsEldemire, Kate (Author) / Craig, Scotty D. (Thesis director) / Roscoe, Rod D. (Committee member) / Engineering Programs (Contributor) / Barrett, The Honors College (Contributor)
Created2020-05