Matching Items (44)
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- All Subjects: Education
- Creators: Computer Science and Engineering Program
- Creators: Department of Economics
- Member of: Theses and Dissertations
- Status: Published
Description
Bioscience High School, a small magnet high school located in Downtown Phoenix and a STEAM (Science, Technology, Engineering, Arts, Math) focused school, has been pushing to establish a computer science curriculum for all of their students from freshman to senior year. The school's Mision (Mission and Vision) is to: "..provide a rigorous, collaborative, and relevant academic program emphasizing an innovative, problem-based curriculum that develops literacy in the sciences, mathematics, and the arts, thus cultivating critical thinkers, creative problem-solvers, and compassionate citizens, who are able to thrive in our increasingly complex and technological communities." Computational thinking is an important part in developing a future problem solver Bioscience High School is looking to produce. Bioscience High School is unique in the fact that every student has a computer available for him or her to use. Therefore, it makes complete sense for the school to add computer science to their curriculum because one of the school's goals is to be able to utilize their resources to their full potential. However, the school's attempt at computer science integration falls short due to the lack of expertise amongst the math and science teachers. The lack of training and support has postponed the development of the program and they are desperately in need of someone with expertise in the field to help reboot the program. As a result, I've decided to create a course that is focused on teaching students the concepts of computational thinking and its application through Scratch and Arduino programming.
ContributorsLiu, Deming (Author) / Meuth, Ryan (Thesis director) / Nakamura, Mutsumi (Committee member) / Computer Science and Engineering Program (Contributor) / Barrett, The Honors College (Contributor)
Created2016-05
Description
The current model of revenue generation for some free to play video games is preventing the companies controlling them from growing, but with a few changes in approach these issues could be alleviated. A new style of video games, called a MOBA (Massive Online Battle Arena) has emerged in the past few years bringing with it a new style of generating wealth. Contrary to past gaming models, where users must either purchase the game outright, view advertisements, or purchase items to gain a competitive advantage, MOBAs require no payment of any kind. These are free to play computer games that provides users with all the tools necessary to compete with anyone free of charge; no advantages can be purchased in this game. This leaves the only way for users to provide money to the company through optional purchases of purely aesthetic items, only to be purchased if the buyer wishes to see their character in a different set of attire. The genre’s best in show—called League of Legends, or LOL—has spearheaded this method of revenue-generation. Fortunately for LOL, its level of popularity has reached levels never seen in video games: the world championships had more viewers than game 7 of the NBA Finals (Dorsey). The player base alone is enough to keep the company afloat currently, but the fact that they only convert 3.75% of the players into revenue is alarming. Each player brings the company an average of $1.32, or 30% of what some other free to play games earn per user (Comparing MMO). It is this low per player income that has caused Riot Games, the developer of LOL, to state that their e-sports division is not currently profitable. To resolve this issue, LOL must take on a more aggressive marketing plan. Advertisements for the NBA Finals cost $460,000 for 30 seconds, and LOL should aim for ads in this range (Lombardo). With an average of 3 million people logged on at any time, 90% of the players being male and 85% being between the ages of 16 and 30, advertising via this game would appeal to many companies, making a deal easy to strike (LOL infographic 2012). The idea also appeals to players: 81% of players surveyed said that an advertisement on the client that allows for the option to place an order would improve or not impact their experience. Moving forward with this, the gaming client would be updated to contain both an option to order pizza and an advertisement for Mountain Dew. This type of advertising was determined based on community responses through a sequence of survey questions. These small adjustments to the game would allow LOL to generate enough income for Riot Games to expand into other areas of the e-sports industry.
ContributorsSeip, Patrick (Co-author) / Zhao, BoNing (Co-author) / Kashiwagi, Dean (Thesis director) / Kashiwagi, Jacob (Committee member) / Barrett, The Honors College (Contributor) / Sandra Day O'Connor College of Law (Contributor) / Department of Economics (Contributor) / Department of Supply Chain Management (Contributor)
Created2015-05
Description
This thesis investigates the environment of support for reclassified English Language Learners (RCELLs) in Arizona schools. Arizona English Language Learner (ELL) policy and pedagogy have been the subjects of research nationwide; many studies demonstrate that ELLs struggle before, during and after participating in Arizona ELL programs (Lillie et al. 2012; Roa 2012; Garcia, Lawton & de Figuieredo 2012; Office of Civil Rights 2012). Despite evidence that the achievement gap between RCELLs and mainstream students is not closing, little information is available about additional language support that RCELLs might receive in mainstream classrooms. This thesis addresses that void of information through: 1) A literature review of the framework of RCELL support, as outlined by the Arizona Department of Education and relevant studies, and 2) a study of teacher and principal opinion about support components for RCELLs and whether such support is adequate. Study findings present that teachers and principals generally believe RCELLs are well-supported, in terms of both the availability and quality of study-defined support components. Yet there is only weak consensus among teachers that support components are adequate. Additionally, teachers' knowledgeability related to important RCELL support components is low, undermining the reliability of teacher responses. The disconnect between participants' optimistic perceptions of support and the external evidence of low RCELL achievement is rationalized by two conjectures. The first is that teachers are not knowledgeable about RCELL support components and cannot accurately gauge the quality of such support. The second is that existing support components are effective at assisting RCELLs with English learning but are not sufficient to close RCELL academic content achievement gaps.
ContributorsKelly, Cary Shepherd (Author) / Garcia, David (Thesis director) / Garcia, Eugene (Committee member) / Seleznow, Steven (Committee member) / Barrett, The Honors College (Contributor) / Department of Economics (Contributor) / W. P. Carey School of Business (Contributor)
Created2014-12
Description
While not officially recognized as an addictive activity by the Diagnostic and Statistical Manual of Mental Disorders, video game addiction has well-documented resources pointing to its effects on physiological and mental health for both addict and those close to the addict. With the rise of eSports, treating video game addiction has become trickier as a passionate and growing fan base begins to act as a culture not unlike traditional sporting. These concerns call for a better understanding of what constitutes a harmful addiction to video games as its heavy practice becomes more financially viable and accepted into mainstream culture.
ContributorsGohil, Abhishek Bhagirathsinh (Author) / Kashiwagi, Dean (Thesis director) / Kashiwagi, Jacob (Committee member) / Barrett, The Honors College (Contributor) / Computer Science and Engineering Program (Contributor)
Created2015-05
Description
CourseKarma is a web application that engages students in their own learning through peer-driven social networking. The influence of technology on students is advancing faster than the school system, and a major gap still lingers between traditional learning techniques and the fast-paced, online culture of today's generation. CourseKarma enriches the educational experience of today's student by creating a space for collaborative inquiry as well as illuminating the opportunities of self and group learning through online collaboration. The features of CourseKarma foster this student-driven environment. The main focus is on a news-feed and Question and Answer component that provides a space for students to share instant updates as well ask and answer questions of the community. The community can be as broad as the entire ASU student body, as specific as students in BIO155, or even more targeted via specific subjects and or skills. CourseKarma also provides reputation points, which are the sum of all of their votes received, identifying the individual's level and or ranking in each subject or class. This not only gamifies the usual day-to-day learning environment, but it also provides an in-depth analysis of the individual's skills, accomplishments, and knowledge. The community is also able to input and utilize course and professor descriptions/feedback. This will be in a review format providing the students an opportunity to share and give feedback on their experience as well as providing incoming students the opportunity to be prepared for their future classes. All of the student's contributions and collaborative activity within CourseKarma is displayed on their personal profile creating a timeline of their academic achievements. The application was created using modern web programming technologies such as AngualrJS, Javascript, jQuery, Bootstrap, HTML5, CSS3 for the styling and front-end development, Mustache.js for client side templating, and Firebase AngularFire as the back-end and NoSQL database. Other technologies such as Pivitol Tracker was used for project management and user story generation, as well as, Github for version control management and repository creation. Object-oreinted programming concepts were heavily present in the creation of the various data structures, as well as, a voting algorithm was used to manage voting of specific posts. Down the road, CourseKarma could even be a necessary add-on within LinkedIn or Facebook that provides a quick yet extremely in-depth look at an individuals' education, skills, and potential to learn \u2014 based all on their actual contribution to their academic community rather than just a text they wrote up.
ContributorsCho, Sungjae (Author) / Mayron, Liam (Thesis director) / Lobock, Alan (Committee member) / Barrett, The Honors College (Contributor) / Computer Science and Engineering Program (Contributor) / School of Arts, Media and Engineering (Contributor)
Created2015-05
Description
The modern web presents an opportunity for educators and researchers to create tools that are highly accessible. Because of the near-ubiquity of modern web browsers, developers who hope to create educational and analytical tools can reach a large au- dience by creating web applications. Using JavaScript, HTML, and other modern web development technologies, Genie was developed as a simulator to help educators in biology, genetics, and evolution classrooms teach their students about population genetics. Because Genie was designed for the modern web, it is highly accessible to both educators and students, who can access the web application using any modern web browser on virtually any device. Genie demonstrates the efficacy of web devel- opment technologies for demonstrating and simulating complex processes, and it will be a unique educational tool for educators who teach population genetics.
ContributorsRoos, Benjamin Hirsch (Author) / Cartwright, Reed (Thesis director) / Wilson Sayres, Melissa (Committee member) / Mayron, Liam (Committee member) / Barrett, The Honors College (Contributor) / Computer Science and Engineering Program (Contributor)
Created2015-05
Description
This paper goes through a two-pronged approach in the attempt to understand E-Sports, entertainment gaming, and the creation of the E-Sports bar/Barcade. The first portion aims to explain and quantify the growth of electronic sports (or E-sports). This new craze has been growing immensely in the past 5 years, by viewership and by monetary endorsements. With these changes and growth patterns, we then move on to explain one of the many niche markets that has been created from the growth of E-sports and entertainment gaming. Through our experience in the field, we have evaluated 8 E-sports bars and Barcades in order to confirm their viability in the marketplace. Through our worldwide research we have found that E-sports will continue to grow and that Barcades will not only be viable, but will be a competitive market in the next 10-20 years.
ContributorsNist, Nicholas (Co-author) / Hester, James (Co-author) / Brooks, Dan (Thesis director) / Forss, Brennan (Committee member) / Barrett, The Honors College (Contributor) / Department of Economics (Contributor) / Department of Supply Chain Management (Contributor) / W. P. Carey School of Business (Contributor) / Department of Psychology (Contributor)
Created2015-05
Description
Despite the advancement of online tools for activities related to the core experience of taking classes on a college campus, there has been a relatively small amount of research into implementing online tools for ancillary academic resources (e.g. tutoring centers, review sessions, etc.). Previous work and a study conducted for this paper indicates that there is value in creating these online tools but that there is value in maintaining an in-person component to these services. Based on this, a system which provides personalized, easily-accessible, simple access to these services is proposed. Designs for user-centered online-tools that provides access to and interaction with tutoring centers and review sessions are described and prototypes are developed to demonstrate the application of design principles for online tools for academic services.
ContributorsBerk, Nicholas Robert (Author) / Balasooriya, Janaka (Thesis director) / Eaton, John (Committee member) / Walker, Erin (Committee member) / Barrett, The Honors College (Contributor) / Computer Science and Engineering Program (Contributor)
Created2013-12
Description
In order to adequately introduce students to computer science and robotics in an exciting and engaging manner certain teaching techniques should be used. In recent years some of the most popular paradigms are Visual Programming Languages. Visual Programming Languages are meant to introduce problem solving skills and basic programming constructs inherent to all modern day languages by allowing users to write programs visually as opposed to textually. By bypassing the need to learn syntax students can focus on the thinking behind developing an algorithm and see immediate results that help generate excitement for the field and reduce disinterest due to startup complexity and burnout. The Introduction to Engineering course at Arizona State University supports this approach by teaching students the basics of autonomous maze traversing algorithms and using ASU VIPLE, a Visual Programming Language developed to connect with and direct real-world robots. However, some startup time is needed to learn how to interface with these robots using ASU VIPLE. That is why the HTML5 Autonomous Robot Web Simulator was created -- by encouraging students to use the simulator the problem solving behind autonomous maze traversing algorithms can be introduced more quickly and with immediate affirmation. Our goal was to improve this simulator and add features so that the simulator could be accessed and used for a more wide variety of introductory Computer Science lessons. Features scattered across past implementations of robotic simulators were aggregated in a cross platform solution. Upon initial development, a classroom test group revealed usability concerns and a demonstration of students' mental models. Mean time for task completion was 8.1min - compared to 2min for the authors. The simulator was updated in response to test group feedback and new instructor requirements. The new implementation reduces programming overhead while maintaining a learning environment with support for even the most complex applications.
ContributorsRodewald, Spencer (Co-author, Co-author) / Patel, Ankit (Co-author) / Chen, Yinong (Thesis director) / Chattin, Linda (Committee member) / Computer Science and Engineering Program (Contributor) / Barrett, The Honors College (Contributor)
Created2016-12
Description
Learning to program is no easy task, and many students experience their first programming during their university education. Unfortunately, programming classes have a large number of students enrolled, so it is nearly impossible for professors to associate with the students at an individual level and provide the personal attention each student needs. This project aims to provide professors with a tool to quickly respond to the current understanding of the students. This web-based application gives professors the control to quickly ask Java programming questions, and the ability to see the aggregate data on how many of the students have successfully completed the assigned questions. With this system, the students are provided with extra programming practice in a controlled environment, and if there is an error in their program, the system will provide feedback describing what the error means and what steps the student can take to fix it.
ContributorsVillela, Daniel Linus (Author) / Kobayashi, Yoshihiro (Thesis director) / Nelson, Brian (Committee member) / Hsiao, Sharon (Committee member) / Computing and Informatics Program (Contributor) / Computer Science and Engineering Program (Contributor) / Barrett, The Honors College (Contributor)
Created2017-05