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Checklists have become a vital aspect of aviation, regardless of skill level. From general aviation pilots going through flight training to commercial airline pilots responsible for hundreds of lives every day, checklists are used from the moment you step into the cockpit until the last light that is turned off

Checklists have become a vital aspect of aviation, regardless of skill level. From general aviation pilots going through flight training to commercial airline pilots responsible for hundreds of lives every day, checklists are used from the moment you step into the cockpit until the last light that is turned off at the end of the flight. Checklists are such a significant part of aviation, and several different ways to run a checklist have been created (such as the challenge-response and do-and-tell methods). Despite these variations in checklist usage and procedures, all methods are restricted in terms of user involvement; in other words, pilots are not easily engaged or invested in the checklists that they use in day to day operations. Theorized through exposure to this issue as a student and as a Certified Flight Instructor, Know Go™ has been created as a long term tool to replace conventional checklists with a resourceful one that acts as both a normal checklist for daily use and a learning tool for long term retention. The purpose of this text is to introduce the capabilities of the application, as well as discuss the theories behind the effectiveness of the application. The developmental processes and the challenges associated with application production will also be analyzed.
ContributorsPetitt, Keely M (Author) / Niemczyk, Mary (Thesis director) / Hampshire, Michael (Committee member) / Aviation Programs (Contributor) / Barrett, The Honors College (Contributor)
Created2019-05
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Educational technologies can be great tools for learning. The implementation of learning aids and scaffolds within these technologies often make them effective; however, due to various problems, students may take more passive approaches to learning when using these educational tools. This tends to lead to interactions that impair learning. This

Educational technologies can be great tools for learning. The implementation of learning aids and scaffolds within these technologies often make them effective; however, due to various problems, students may take more passive approaches to learning when using these educational tools. This tends to lead to interactions that impair learning. This study approaches this issue by reexamining the learner’s role when interacting with educational technologies. Specifically, the current study attempts to support learning and perceptions by inviting students to approach a learning task like an interface designer or instructional designer. These roles derive from a previous study on higher agency roles. The results of the current study indicate that participants learned across all conditions, suggesting the assignment of roles may not impair learning. However, learning outcomes did not differ between conditions. Additionally, the interface designer and instructional designer roles were more critical of the sounds and organizations of each video than the learner role. Limitations of the study and future directions are discussed.
ContributorsArnold, Samuel Troy (Author) / Roscoe, Rod (Thesis advisor) / Craig, Scotty (Committee member) / Niemczyk, Mary (Committee member) / Arizona State University (Publisher)
Created2020