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- All Subjects: instructional design
- All Subjects: Virtual Reality
- Creators: Nelson, Brian
- Member of: Theses and Dissertations
- Member of: ASU Electronic Theses and Dissertations
language via computer-based instructional program. A total of 153 students attending a junior high school in the southwestern United States were the participants for this study. Prior to the beginning of the study, students were randomly assigned to one of four
treatment groups who used a Navajo language computer-based program that contained a combination of static pedagogical agent (included and excluded) and gamification practice (included and excluded). There were two criterion measures in this study, a
vocabulary acquisition posttest and a survey designed both to measure students’ attitudes toward the program and to measure cognitive load. Anecdotal observations of students’ interactions were also examined.
Results indicated that there were no significant differences in posttest scores among treatment conditions; students were, however, generally successful in learning the Navajo vocabulary terms. Participants also reported positive attitudes toward the Navajo
language content and gamification practice and expressed a desire to see additional content and games during activities of this type. These findings provide evidence of the impact that computer-based training may have in teaching students an indigenous second
language. Furthermore, students seem to enjoy this type of language learning program. Many also indicated that, while static agent was not mentioned, gamification practice may enhance students’ attitudes in such instruction and is an area for future research.
Language learning programs could include a variety of gamification practice activities to assist student to learn new vocabulary. Further research is needed to study motivation and cognitive load in Navajo language computer-based training.
The study of developing a real-time cross-platform collaboration system between VR and MR takes into consideration a scenario in which multiple device users are connected to a multiplayer network where they are guided to perform various tasks concurrently.
Usability testing was conducted to evaluate participant perceptions of the system. Users were required to assemble a chair in alternating turns; thereafter users were required to fill a survey and give an audio interview. Results collected from the participants showed positive feedback towards using VR and MR for collaboration. However, there are several limitations with the current generation of devices that hinder mass adoption. Devices with better performance factors will lead to wider adoption.
Web-Based Programming Grading Assistant: An Investigation of the Role of Students Reviewing Behavior
This thesis is based on bringing together three different components: non-Euclidean geometric worlds, virtual reality, and environmental puzzles in video games. While all three exist in their own right in the world of video games, as well as combined in pairs, there are virtually no examples of all three together. Non-Euclidean environmental puzzle games have existed for around 10 years in various forms, short environmental puzzle games in virtual reality have come into existence in around the past five years, and non-Euclidean virtual reality exists mainly as non-video game short demos from the past few years. This project seeks to be able to bring these components together to create a proof of concept for how a game like this should function, particularly the integration of non-Euclidean virtual reality in the context of a video game. To do this, a Unity package which uses a custom system for creating worlds in a non-Euclidean way rather than Unity’s built-in components such as for transforms, collisions, and rendering was used. This was used in conjunction with the SteamVR implementation with Unity to create a cohesive and immersive player experience.