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The academic environment has historically been somewhat slow to implement and adopt new technologies. However, developments in video games have created an opportunity for students to learn new skills and topics through nontraditional mediums of education. The disruption caused by the COVID-19 pandemic further highlighted the need for flexible learning

The academic environment has historically been somewhat slow to implement and adopt new technologies. However, developments in video games have created an opportunity for students to learn new skills and topics through nontraditional mediums of education. The disruption caused by the COVID-19 pandemic further highlighted the need for flexible learning opportunities. Joystick Education is our approach to addressing this need. Through online, game-based tutoring and a database of video games with high educational value, Joystick Education creates a learning environment that is effective, fun, and engaging for students. We analyzed popular, mainstream video games for educational content and selected nine games that teach concepts like history, biology, or physics while playing the game. Through promotion on social media, we generated buzz around our website which led to 103 unique visitors over our first month online and two customers requesting to book our tutoring service. We are confident that given more time to grow, Joystick Education can generate profit and become a successful business.

ContributorsBarrong, Tanner Allen (Co-author) / Bartels, Parker (Co-author) / VanLue, Aleczander (Co-author) / Byrne, Jared (Thesis director) / Pierce, John (Committee member) / Industrial, Systems & Operations Engineering Prgm (Contributor, Contributor) / Industrial, Systems & Operations Engineering Prgm (Contributor, Contributor) / Dean, W.P. Carey School of Business (Contributor) / Barrett, The Honors College (Contributor)
Created2021-05
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Description

In 2020, the world was swept by a global pandemic. It disrupted the lives of millions; many lost their jobs, students were forced to leave schools, and children were left with little to do while quarantined at their houses. Although the media outlets covered very little of how children were

In 2020, the world was swept by a global pandemic. It disrupted the lives of millions; many lost their jobs, students were forced to leave schools, and children were left with little to do while quarantined at their houses. Although the media outlets covered very little of how children were being affected by COVID-19, it was obvious that their group was not immune to the issues the world was facing. Being stuck at home with little to do took a mental and physical toll on many kids. That is when EVOLVE Academy became an idea; our team wanted to create a fully online platform for children to help them practice and evolve their athletics skills, or simply spend part of their day performing a physical and health activity. Our team designed a solution that would benefit children, as well as parents that were struggling to find engaging activities for their kids while out of school. We quickly encountered issues that made it difficult for us to reach our target audience and make them believe and trust our platform. However, we persisted and tried to solve and answer the questions and problems that came along the way. Sadly, the same pandemic that opened the widow for EVOLVE Academy to exist, is now the reason people are walking away from it. Children want real interaction. They want to connect with other kids through more than just a screen. Although the priority of parents remains the safety and security of their kids, parents are also searching and opting for more “human” interactions, leaving EVOLVE Academy with little room to grow and succeed.

ContributorsParmenter, Taylor (Co-author) / Hernandez, Melany (Co-author) / Whitelocke, Kailas (Co-author) / Byrne, Jared (Thesis director) / Lee, Christopher (Committee member) / Kunowski, Jeff (Committee member) / Dean, W.P. Carey School of Business (Contributor, Contributor, Contributor) / Sandra Day O'Connor College of Law (Contributor) / Barrett, The Honors College (Contributor)
Created2021-05
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Description

Brundtland’s definition of sustainability is the ability to “meet the needs of the present<br/>without compromising the ability of future generations to meet their needs” (IISD, 2021). But<br/>what if there are no future generations? Social sustainability, the sector of sustainability that<br/>foregrounds the well-being and livelihoods of people (and thereby continuation of

Brundtland’s definition of sustainability is the ability to “meet the needs of the present<br/>without compromising the ability of future generations to meet their needs” (IISD, 2021). But<br/>what if there are no future generations? Social sustainability, the sector of sustainability that<br/>foregrounds the well-being and livelihoods of people (and thereby continuation of humanity), is<br/>included in definitions within the sustainability field, but less developed in sustainability<br/>practice. In an effort to bridge this gap of knowledge, 14 U.S. cities and over 100 sustainability<br/>policies were analyzed for their social sustainability performance. An eight-item analytical<br/>framework that deals with differing areas of social equity guided the analysis. Results found that<br/>most cities’ sustainability departments fell short of truly addressing social sustainability<br/>concerns. Out of the eight items, the most frequently addressed were housing security and racial<br/>and gender equality whereas few, if any, cities addressed the more specific social concerns of<br/>immigration, technology and media, or arts/cultural preservation. Future research is<br/>recommended to gain a better understanding of the ways existing cities can improve in this area.

ContributorsWeekes, Daniel Buckner (Co-author) / Tam, Joey (Co-author) / Brian, Jennifer (Thesis director) / Keeler, Lauren Withycombe (Thesis director) / N/A, N/A (Committee member) / Dean, W.P. Carey School of Business (Contributor) / Department of Economics (Contributor) / Department of Supply Chain Management (Contributor) / Barrett, The Honors College (Contributor)
Created2021-05
Description

The academic environment has historically been somewhat slow to implement and adopt new technologies. However, developments in video games have created an opportunity for students to learn new skills and topics through nontraditional mediums of education. The disruption caused by the COVID-19 pandemic further highlighted the need for flexible learning

The academic environment has historically been somewhat slow to implement and adopt new technologies. However, developments in video games have created an opportunity for students to learn new skills and topics through nontraditional mediums of education. The disruption caused by the COVID-19 pandemic further highlighted the need for flexible learning opportunities. Joystick Education is our approach to addressing this need. Through online, game-based tutoring and a database of video games with high educational value, Joystick Education creates a learning environment that is effective, fun, and engaging for students. We analyzed popular, mainstream video games for educational content and selected nine games that teach concepts like history, biology, or physics while playing the game. Through promotion on social media, we generated buzz around our website which led to 103 unique visitors over our first month online and two customers requesting to book our tutoring service. We are confident that given more time to grow, Joystick Education can generate profit and become a successful business.

ContributorsVanlue, Aleczander Bryce (Co-author) / Bartels, Parker (Co-author) / Barrong, Tanner (Co-author) / Byrne, Jared (Thesis director) / Pierce, John (Committee member) / Department of Marketing (Contributor) / Department of Management and Entrepreneurship (Contributor, Contributor) / Dean, W.P. Carey School of Business (Contributor) / Barrett, The Honors College (Contributor)
Created2021-05
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Description
Studies have shown that arts programs have a positive impact on students' abilities to achieve academic success, showcase creativity, and stay focused inside and outside of the classroom. However, as school funding drops, arts programs are often the first to be cut from school curricula. Rather than drop art completely,

Studies have shown that arts programs have a positive impact on students' abilities to achieve academic success, showcase creativity, and stay focused inside and outside of the classroom. However, as school funding drops, arts programs are often the first to be cut from school curricula. Rather than drop art completely, general education teachers have the opportunity to integrate arts instruction with other content areas in their classrooms. Traditional fraction lessons and Music-infused fraction lessons were administered to two classes of fourth-grade students. The two types of lessons were presented over two separate days in each classroom. Mathematics worksheets and attitudinal surveys were administered to each student in each classroom after each lesson to gauge their understanding of the mathematics content as well as their self-perceived understanding, enjoyment and learning related to the lessons. Students in both classes were found to achieve significantly higher mean scores on the traditional fraction lesson than the music-infused fraction lesson. Lower scores in the music-infused fraction lesson may have been due to the additional component of music for students unfamiliar with music principles. Students tended to express satisfaction for both lessons. In future studies, it would be recommended to spend additional lesson instruction time on the principles of music in order help students reach deeper understanding of the music-infused fraction lesson. Other recommendations include using colorful visuals and interactive activities to establish both fraction and music concepts.
ContributorsGerrish, Julie Kathryn (Author) / Zambo, Ronald (Thesis director) / Hutchins, Catherine (Committee member) / Division of Teacher Preparation (Contributor) / Department of Psychology (Contributor) / Barrett, The Honors College (Contributor)
Created2016-05
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Description
A growing number of jobs in the US require a college degree or technical education, and the wage difference between jobs requiring a high school diploma and a college education has increased to over $17,000 per year. Enrollment levels in postsecondary education have been rising for at least the past

A growing number of jobs in the US require a college degree or technical education, and the wage difference between jobs requiring a high school diploma and a college education has increased to over $17,000 per year. Enrollment levels in postsecondary education have been rising for at least the past decade, and this paper attempts to tease out how much of the increasing enrollment is due to changes in the demand by companies for workers. A Bartik Instrument, which is a measure of local area labor demand, for each county in the US was constructed from 2007 to 2014, and using multivariate linear regression the effect of changing labor demand on local postsecondary education enrollment rates was examined. A small positive effect was found, but the effect size in relation to the total change in enrollment levels was diminutive. From the start to the end of the recession (2007 to 2010), Bartik Instrument calculated unemployment increased from 5.3% nationally to 8.2%. This level of labor demand contraction would lead to a 0.42% increase in enrollment between 2008 and 2011. The true enrollment increase over this period was 7.6%, so the model calculated 5.5% of the enrollment increase was based on the changes in labor demand.
ContributorsHerder, Daniel Steven (Author) / Dillon, Eleanor (Thesis director) / Schoellman, Todd (Committee member) / Economics Program in CLAS (Contributor) / Department of Psychology (Contributor) / Sandra Day O'Connor College of Law (Contributor) / School of Politics and Global Studies (Contributor) / Barrett, The Honors College (Contributor)
Created2016-05
Description
This creative project is a children's book entitled Sheldon the Shy Tortoise. Accompanying the story is a literature review of the research on childhood shyness. The purpose of the project is to gain a better of understanding of shyness in childhood. Topics covered in the literature review include risk factors

This creative project is a children's book entitled Sheldon the Shy Tortoise. Accompanying the story is a literature review of the research on childhood shyness. The purpose of the project is to gain a better of understanding of shyness in childhood. Topics covered in the literature review include risk factors and causes, negative social and behavioral effects, impact on academics, and treatment options. Using this information, the children's book was written. It aims to be fun for children to read while also providing insight and encouragement into some of the problems related to being shy. The story features animal characters and a relatively simple plot so it is easily understandable by the target audience of late-preschool and early-elementary children. The main character, Sheldon the tortoise, is often physically and metaphorically "stuck in his shell". He wants to participate in social activities but is afraid to do so. Through a series of events and interactions, Sheldon starts to come out of his shell in every sense of the phrase. The book is illustrated using photographs of hand-crocheted stuffed animals representing each of the characters. By incorporating scholarly research into the writing process, children will hopefully be able to gain an understanding of their shyness and ways to help decrease it. Teachers should be able to better understand their shy students and understand some of the unique challenges of working with shy children. This creative project helps convey necessary information to children and families during a critical period of development.
ContributorsRyan, Amanda (Author) / Hansen, Cory (Thesis director) / Bernstein, Katie (Committee member) / Department of Speech and Hearing Science (Contributor) / Sanford School of Social and Family Dynamics (Contributor) / Department of Psychology (Contributor) / Barrett, The Honors College (Contributor)
Created2016-05
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Description
Introspective awareness refers to direct access to one’s own internal and subjective thoughts and feelings (Wimmer & Hartl, 1991). Two theories, simulation theory and theory-theory, have been used to understand our access to our mental states. Simulation theory (Harris, 1991) involves imagining yourself in another person’s situation, reading off of

Introspective awareness refers to direct access to one’s own internal and subjective thoughts and feelings (Wimmer & Hartl, 1991). Two theories, simulation theory and theory-theory, have been used to understand our access to our mental states. Simulation theory (Harris, 1991) involves imagining yourself in another person’s situation, reading off of your mental state, and attributing that state to the other person. Theory-theory (Gopnik, 1993) involves an interrelated body of knowledge, based on core mental-state constructs, including beliefs and desires, that may be applied to everyone—self and others (Gopnik & Wellman, 1994). Introspection is taken for granted by simulation theory, and explicitly denied by theory-theory. This study is designed to test for evidence of introspection in young children using simple perception and knowledge task. The current evidence is against introspective awareness in children because the data suggest that children cannot report their own false beliefs and they cannot report their on-going thoughts (Flavell, Green & Flavell, 1993; Gopnik & Astington, 1988). The hypothesis in this study states that children will perform better on Self tasks compared to Other tasks, which will be evidence for introspection. The Other-Perception tasks require children to calculate the other’s line of sight and determine if there is something obscuring his or her vision. The Other-Knowledge tasks require children to reason that the other’s previous looking inside a box means that he or she will know what is inside the box when it is closed. The corresponding Self tasks could be answered either by using the same reasoning for the self or by introspection to determine what it is they see and do not see, and know and do not know. Children performing better on Self tasks compared to Other tasks will be an indication of introspection. Tests included Yes/No and Forced Choice questions, which was initially to ensure that the results will not be caused by a feature of a single method of questioning. I realized belatedly, however, that Forced Choice was not a valid measure of introspection as children could introspect in both the Self and Other conditions. I also expect to replicate previous findings that reasoning about Perception is easier for children than reasoning about Knowledge.
ContributorsAamed, Mati (Author) / Fabricius, William (Thesis director) / Glenberg, Arthur (Committee member) / Kupfer, Anne (Committee member) / Department of Psychology (Contributor) / Barrett, The Honors College (Contributor) / T. Denny Sanford School of Social and Family Dynamics (Contributor)
Created2013-12
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Description
This research looked at the effects unemployment had on children. A searched of the previous research few studies on the effects unemployment had on children. The leading research article, or genesis of the later studies found on the topic, was the 1938 study done by Einsenburg and Lazafeld. In that

This research looked at the effects unemployment had on children. A searched of the previous research few studies on the effects unemployment had on children. The leading research article, or genesis of the later studies found on the topic, was the 1938 study done by Einsenburg and Lazafeld. In that study, they found that children experience many negative effects from having an unemployed parent. In the current study, a total of 111 participants, (79 females and 32 males), in the study most of the volunteers came from Arizona State University, and the surrounding area. The research hypothesis (H1) was that individuals who had an unemployed parent as a child (Children/child for this study was defined being between the ages of 10-15) were more likely to be depressed, isolated, bullied, have an increase of illness, be less optimistic about the future and experience a decline in school performance than individuals whose parents were never unemployed. The current study found that having an unemployed parent led to being more depressed, isolated, optimistic, and having lower school performance and self-esteem in adolescence. Interestingly the study also found that as an adult the child of unemployed parents was more likely to be bullied as an adult. The results of this study furthered the research on the effects of unemployment had on children, and recommendations were made for future studies on the effects of parents unemployment has on children.
ContributorsBearden, Christian (Author) / Lewis, Stephen (Thesis director) / Miller, Paul (Committee member) / Lane, Jennifer (Committee member) / Barrett, The Honors College (Contributor) / Department of Psychology (Contributor) / W. P. Carey School of Business (Contributor)
Created2013-05
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Description
This project was undertaken for the purposes of exploring the feasibility of website development for arts education information. In partnership with the Arizona Commission on the Arts, ideas for website design were collected. The original plan was to build a website that would be a "one-stop-shop" for educators to find

This project was undertaken for the purposes of exploring the feasibility of website development for arts education information. In partnership with the Arizona Commission on the Arts, ideas for website design were collected. The original plan was to build a website that would be a "one-stop-shop" for educators to find arts education resources. Some resources deemed important to include on the website were: a search engine, calendar of events, curriculum ideas, discussion forum, feedback, ticketing, and financial support available. This website would make accessing arts education information easier, thus more appealing. It is understood that art is a fundamental part of education and it needs to be integrated into the public schools system, however, due to a lack of educational funding in Arizona it is important to bring outside organizations and resources into the education system. The following paper will examine how arts education is beneficial for children in grades K-12, what resources people want available on the website, what education administrators have to say about the website, and what aspects of the website would need to be included and addressed.
ContributorsJenner, Lindsay Ann (Author) / Phillips, Rhonda (Thesis director) / Ramella, Kelly (Committee member) / Nelson, Alex (Committee member) / Barrett, The Honors College (Contributor) / School of Dance (Contributor) / School of Community Resources and Development (Contributor) / Department of Psychology (Contributor)
Created2013-05