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- All Subjects: Movement
- Creators: Burleson, Winslow
Description
With the rapid growth of mobile computing and sensor technology, it is now possible to access data from a variety of sources. A big challenge lies in linking sensor based data with social and cognitive variables in humans in real world context. This dissertation explores the relationship between creativity in teamwork, and team members' movement and face-to-face interaction strength in the wild. Using sociometric badges (wearable sensors), electronic Experience Sampling Methods (ESM), the KEYS team creativity assessment instrument, and qualitative methods, three research studies were conducted in academic and industry R&D; labs. Sociometric badges captured movement of team members and face-to-face interaction between team members. KEYS scale was implemented using ESM for self-rated creativity and expert-coded creativity assessment. Activities (movement and face-to-face interaction) and creativity of one five member and two seven member teams were tracked for twenty five days, eleven days, and fifteen days respectively. Day wise values of movement and face-to-face interaction for participants were mean split categorized as creative and non-creative using self- rated creativity measure and expert-coded creativity measure. Paired-samples t-tests [t(36) = 3.132, p < 0.005; t(23) = 6.49 , p < 0.001] confirmed that average daily movement energy during creative days (M = 1.31, SD = 0.04; M = 1.37, SD = 0.07) was significantly greater than the average daily movement of non-creative days (M = 1.29, SD = 0.03; M = 1.24, SD = 0.09). The eta squared statistic (0.21; 0.36) indicated a large effect size. A paired-samples t-test also confirmed that face-to-face interaction tie strength of team members during creative days (M = 2.69, SD = 4.01) is significantly greater [t(41) = 2.36, p < 0.01] than the average face-to-face interaction tie strength of team members for non-creative days (M = 0.9, SD = 2.1). The eta squared statistic (0.11) indicated a large effect size. The combined approach of principal component analysis (PCA) and linear discriminant analysis (LDA) conducted on movement and face-to-face interaction data predicted creativity with 87.5% and 91% accuracy respectively. This work advances creativity research and provides a foundation for sensor based real-time creativity support tools for teams.
ContributorsTripathi, Priyamvada (Author) / Burleson, Winslow (Thesis advisor) / Liu, Huan (Committee member) / VanLehn, Kurt (Committee member) / Pentland, Alex (Committee member) / Arizona State University (Publisher)
Created2011
Description
Research indicates that social changes have resulted in children exercising much less than in the past. This is problematic since physical activity throughout the elementary school day is imperative, because exercise improves academic focus, boosts mood, and leads to a healthier lifestyle. Exercising is pivotal for all students but even more so for students in the Special Education classroom who may rely on physical activity as a way of regulating their emotions. Depending on the school, students may only exercise at recess and during their Physical Education electives. Lack of physical activity can be detrimental to the academic and physical success of a student.
This thesis explores the impact of physical activity--what I have chosen to call “moments of movement” -- inside the classroom throughout the elementary school day. Journal-based observations were made by a student teacher placed in a special education 4th-6th grade writing and reading resource classroom from August-December of 2018 and a fourth grade general education classroom from January-May of 2019. All observations were made at Adams Elementary School, a Title 1 school, in the Mesa, Arizona school district. At this K-6 grade school, many students live with the challenges of poverty, neglect, unstable family dynamics, and trauma. Because the teachers work tirelessly to cultivate a sense of home for the students, there is a strong emphasis on non-traditional teaching methods, including the AVID program and the Kagan, and Tribes strategies.
Ms. Norris (the special education teacher) and Ms. Foss (the fourth grade teacher) both have strong backgrounds in fitness and naturally incorporate physical activity in their classrooms, which is not something typically found at elementary schools. In this paper, physical activity strategies in classrooms of Ms. Norris and Ms. Foss are analyzed, as well as the benefits of implementing these strategies. The impact of these “moments of movement” on the whole class and individual students is discussed, and suggestions are made to help educators incorporate “moments of movement” into their own classrooms. Educators can use the strategies present at Adams Elementary School as a model for incorporating exercise in their own classrooms.
This thesis explores the impact of physical activity--what I have chosen to call “moments of movement” -- inside the classroom throughout the elementary school day. Journal-based observations were made by a student teacher placed in a special education 4th-6th grade writing and reading resource classroom from August-December of 2018 and a fourth grade general education classroom from January-May of 2019. All observations were made at Adams Elementary School, a Title 1 school, in the Mesa, Arizona school district. At this K-6 grade school, many students live with the challenges of poverty, neglect, unstable family dynamics, and trauma. Because the teachers work tirelessly to cultivate a sense of home for the students, there is a strong emphasis on non-traditional teaching methods, including the AVID program and the Kagan, and Tribes strategies.
Ms. Norris (the special education teacher) and Ms. Foss (the fourth grade teacher) both have strong backgrounds in fitness and naturally incorporate physical activity in their classrooms, which is not something typically found at elementary schools. In this paper, physical activity strategies in classrooms of Ms. Norris and Ms. Foss are analyzed, as well as the benefits of implementing these strategies. The impact of these “moments of movement” on the whole class and individual students is discussed, and suggestions are made to help educators incorporate “moments of movement” into their own classrooms. Educators can use the strategies present at Adams Elementary School as a model for incorporating exercise in their own classrooms.
ContributorsRudolph, Natalie S (Author) / Meloy, Elizabeth (Thesis director) / Norris, Angela (Committee member) / Division of Teacher Preparation (Contributor) / School of International Letters and Cultures (Contributor) / Barrett, The Honors College (Contributor)
Created2019-05