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- All Subjects: Cognitive Psychology
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Description
The American Heart Association (AHA) estimates that there are approximately 200,000 in-hospital cardiac arrests (IHCA) annually with low rates of survival to discharge at about 22%. Training programs for cardiac arrest teams, also termed code teams, have been recommended by the Institute of Medicine (IOM) and in the AHA's consensus statement to help improve these dismal survival rates. Historically, training programs in the medical field are procedural in nature and done at the individual level, despite the fact that healthcare providers frequently work in teams. The rigidity of procedural training can cause habituation and lead to poor team performance if the situation does not match the original training circumstances. Despite the need for team training, factors such as logistics, time, personnel coordination, and financial constraints often hinder resuscitation team training. This research was a three-step process of: 1) development of a metric specific for the evaluation of code team performance, 2) development of a communication model that targeted communication and leadership during a code blue resuscitation, and 3) training and evaluation of the code team leader using the communication model. This research forms a basis to accomplish a broad vision of improving outcomes of IHCA events by applying conceptual and methodological strategies learned from collaborative and inter-disciplinary science of teams.
ContributorsHinski, Sandra T. (Author) / Cooke, Nancy J. (Thesis advisor) / Roscoe, Rod (Committee member) / Bekki, Jennifer (Committee member) / Arizona State University (Publisher)
Created2017
Description
The current study investigated the task of coloring static images with multimedia learning to determine the impact on retention and transfer scores. After watching a multimedia video on the formation of lightning participants were assigned to either a passive, active, or constructive condition based on the ICAP Framework. Participants colored static images on key concepts from the video, passive condition observed the images, active condition colored the images by applying the concepts, and the constructive condition colored the images by generating new ideas and concepts. The study did not support the hypothesis that the constructive condition would have increased retention and transfer scores over the active and passive conditions. The mental effort measures did not show significance among groups in relation to learning but perception measures did show an increase in participants enjoyment and engagement. Since the coloring craze has become more accepted for adults then could coloring be a way to increase participants learning through engagement.
ContributorsWilliams, Jennifer S (Author) / Craig, Scotty D. (Thesis advisor) / Roscoe, Rod (Committee member) / Branaghan, Russell (Committee member) / Arizona State University (Publisher)
Created2018
Description
This research evaluates a cyber test-bed, DEXTAR (Defense Exercises for Team Awareness Research), and examines the relationship between good and bad team performance in increasingly difficult scenarios. Twenty-one computer science graduate students (seven three-person teams), with experience in cybersecurity, participated in a team-based cyber defense exercise in the context of DEXTAR, a high fidelity cybersecurity testbed. Performance measures were analyzed in addition to team process, team behavior, and workload to examine the relationship between good and bad teams. Lessons learned are reported that will inform the next generation of DEXTAR.
ContributorsBradbury, Aaron (Author) / Cooke, Nancy J. (Thesis advisor) / Branaghan, Russell (Committee member) / Roscoe, Rod (Committee member) / Arizona State University (Publisher)
Created2016
Description
Web-based learning resources have been criticized as being developed with minimal consideration as to the effectiveness of the design principles or guidelines used to create them. Extraneous material is oftentimes present and necessary for learners to engage in effective learning with multimedia learning material. Signaling learners towards important information between images and corresponding text has been shown to be an effective method for providing learners a way to quickly find information between the two parts of the learning material. However, not all signaling methods are equally effective in all applications. This study investigates a novel signaling method, using spatial isolation of text, as a way to signal learners in a web-based format compared to a traditional highlighting method and a non-signaled control group. Improved learning performance was observed for knowledge retention using text isolation as the signaling method, but no other significant effects were observed between the other conditions. Additionally, transfer of knowledge across all conditions showed no significant differences either. While minimal support for the effectiveness of isolated text signaling was demonstrated, the statistical means trend across all post-test knowledge assessments suggest that further evaluation of the novel signaling method is justified.
ContributorsChin, Joshua (Author) / Craig, Scotty D. (Thesis advisor) / Branaghan, Russell (Committee member) / Roscoe, Rod (Committee member) / Arizona State University (Publisher)
Created2017
Description
Although knowledge about effective teaching and learning exists, and theories of change strategies are considered, the lack of the understanding of the behavior of engineering faculty during curricular change remains a major contributor against robust efforts for change. In this work, faculty adaptability is conceptualized as self-regulation during curricular change. Faculty participants were recruited from two divergent curricular change contexts: one that is prescribed with interdependence while the other is emergent with uncertainty. In this study, attitude toward context’s strength is conceptualized along the four dimensions of clarity, consistency, constraints, and consequences of the context, while faculty’s self-efficacy and willingness for adaptability are conceptualized along the three dimensions of planning, reflecting, and adjusting. This study uses a mixed method, quantitative-qualitative, sequential explanatory research design. The quantitative phase addresses the question of “How does faculty group in the first context differ from faculty group in the second context in terms of self-efficacy and willingness for planning, adjusting, and reflecting?” The qualitative phase addresses the question of “How do faculty respond to curricular change, as exhibited in their activities of planning, adjusting, and reflecting during change?” Findings point to differences in patterns of correlations between attitude toward context with both self-efficacy and willingness across the two contexts, even though analysis showed no significant differences between attitude toward context, self-efficacy, and willingness across the two contexts. Moreover, faculty participants’ willingness for adjusting, in both contexts, was not correlated with neither attitude toward context’s clarity nor constraints. Furthermore, in the prescribed context, Group A faculty (self-identified as Lecturers, Senior Lecturers, or Adjunct Faculty) showed higher willingness for planning, adjusting, and reflecting activities, compared to Group B faculty (self-identified as Assistant, Associate or Full Professors). Also, in the prescribed context, Group A faculty showed no overall significant correlation with attitude toward context. This study has implications on the way change is conceived of, designed, and implemented, when special attention is given to faculty as key change agents. Without the comprehensive understanding of the adaptability of faculty as key change agents in the educational system, the effective enacting of curricular change initiatives will remain unfulfilled.
ContributorsAli, Hadi (Author) / McKenna, Ann (Thesis advisor) / Bekki, Jennifer (Committee member) / Roscoe, Rod (Committee member) / Arizona State University (Publisher)
Created2021
Description
Cyber operations are a complex sociotechnical system where humans and computers are operating in an environments in constant flux, as new technology and procedures are applied. Once inside the network, establishing a foothold, or beachhead, malicious actors can collect sensitive information, scan targets, and execute an attack.Increasing defensive capabilities through cyber deception shows great promise by providing an opportunity to delay and disrupt an attacker once network perimeter security has already been breached. Traditional Human Factors research and methods are designed to mitigate human limitations (e.g., mental, physical) to improve performance. These methods can also be used combatively to upend performance. Oppositional Human Factors (OHF), seek to strategically capitalize on cognitive limitations by eliciting decision-making errors and poor usability. Deceptive tactics to elicit decision-making biases might infiltrate attacker processes with uncertainty and make the overall attack economics unfavorable and cause an adversary to make mistakes and waste resources.
Two online experimental platforms were developed to test the Sunk Cost Fallacy in an interactive, gamified, and abstracted version of cyber attacker activities. This work presents the results of the Cypher platform. Offering a novel approach to understand decision-making and the Sunk Cost Fallacy influenced by factors of uncertainty, project completion and difficulty on progress decisions. Results demonstrate these methods are effective in delaying attacker forward progress, while further research is needed to fully understand the context in which decision-making limitations do and do not occur. The second platform, Attack Surface, is described. Limitations and lessons learned are presented for future work.
ContributorsJohnson, Chelsea Kae (Author) / Gutzwiller, Robert S (Thesis advisor) / Cooke, Nancy (Committee member) / Shade, Temmie (Committee member) / Ferguson-Walter, Kimberly (Committee member) / Roscoe, Rod (Committee member) / Gray, Rob (Committee member) / Arizona State University (Publisher)
Created2022
Description
Across a wide variety of sports, our visual abilities have been proven to profoundly impact performance. Numerous studies have examined the effects of visual training in athletes and have found supporting evidence that performance can be enhanced through vision training. The present case study aimed to expand on research in the field of stroboscopic visual training. To do so, twelve softball players, half novice and half expert, took part in this study. Six underwent a four-week stroboscopic training program and six underwent a four-week non-stroboscopic training program. The quantitative data collected in this case study showed that training group (stroboscopic vs. non-stroboscopic) and skill level (novice vs expert) of each softball player were significant factors that contributed to how much their fielding performance increased. Qualitative data collected in this study support these findings as well as players’ subjective reports that their visual and perceptual skills had increased. Players trained in the stroboscopic group reported that they felt like they could “focus” on the ball better and “predict” where the ball would be. Future research should examine more participants across a longer training period and determine if more data would yield even greater significance for stroboscopic training.
ContributorsEdgerton, Lindsey Ann (Author) / Gray, Robert (Thesis advisor) / Branaghan, Russ (Committee member) / Roscoe, Rod (Committee member) / Arizona State University (Publisher)
Created2018
Description
This research aimed to analyze and ultimately understand the relationship between the four dimensions of the Technology Readiness Index (TRI) 2.0 (optimism, innovation, discomfort, and insecurity) when compared to self-efficacy and learning. The experiment design was a one-group pretest-posttest where a participant’s TRI 2.0 acted as a subject variable. This information was then correlated to changes in self-efficacy and content mastery (learning) from pre-/post-test scores pertaining to Google Sheets functions for introductory statistics. In-between the pre- and post-tests, a learning activity was presented which asked participants to analyze quantitative statistics using Google Sheets. Findings of this research demonstrated a statistically insignificant relationship between technology readiness and self-efficacy or learning. Alternatively, significance was observed in changes from pre- to post-test scores for both learning and self-efficacy where a relationship was found between the degree to which participants’ content mastery and self-efficacy change before and after a computer-supported learning activity is assigned. These findings directly contribute to current understanding of how and why individuals can effectively learn and perform in computer-supported learning environments.
ContributorsCervantes Villa, Sabrina Marie (Author) / Craig, Scotty D. (Thesis advisor) / Donner, Jodie (Committee member) / Roscoe, Rod (Committee member) / Wylie, Ruth (Committee member) / Arizona State University (Publisher)
Created2022
Description
The science, technology, engineering, and math (STEM) education community is interested in using virtual reality (VR) to help students learn STEM knowledge. Prior research also provided evidence that VR learning can increase students’ motivation and learning achievement. However, it was not clear whether the effect of VR on learning was partly from sensory novelty and whether the effectiveness was sustainable. This study was to satisfy the concern on the sustainability of VR STEM learning in instruction and address the research gaps in exploring the effect of VR on a STEM learning experience with a consideration of novelty.
The study used a mixed-methods experimental design and involved a three-session VR STEM learning intervention. The quantitative data was collected through the intervention by survey questionnaire, session quiz, and pre- and post-tests, while the interviews were taken after the intervention. The structural equation modeling method was used to explore the relationships among factors in the VR learning experience. Longitudinal quantitative comparisons were conducted with the multiple imputation method. Its purpose was to evaluate the changing magnitude of factors across sessions. After quantitative analysis, interview transcripts were analyzed. They were used to triangulate or provide context for understanding of quantitative results.
The results showed that motivation and engagement play a critical mediation role in an effective VR learning experience. While individuals’ psychological responses and motivation may significantly increase in a VR learning experience for novelty, the novelty effect may not steeply decrease when individuals are becoming familiar with the novelty. This phenomenon is more observable in a VR condition having a high degree of immersion and embodiment. In addition, novelty does not necessarily increase learning achievement. The increase of learning achievement is more dependent on a match between the learning content and the learning method. The embodied learning method is appropriate for instructing difficult knowledge and spatial knowledge. Reserving enough time for reflection is important to deep learning in a VR environment.
The study used a mixed-methods experimental design and involved a three-session VR STEM learning intervention. The quantitative data was collected through the intervention by survey questionnaire, session quiz, and pre- and post-tests, while the interviews were taken after the intervention. The structural equation modeling method was used to explore the relationships among factors in the VR learning experience. Longitudinal quantitative comparisons were conducted with the multiple imputation method. Its purpose was to evaluate the changing magnitude of factors across sessions. After quantitative analysis, interview transcripts were analyzed. They were used to triangulate or provide context for understanding of quantitative results.
The results showed that motivation and engagement play a critical mediation role in an effective VR learning experience. While individuals’ psychological responses and motivation may significantly increase in a VR learning experience for novelty, the novelty effect may not steeply decrease when individuals are becoming familiar with the novelty. This phenomenon is more observable in a VR condition having a high degree of immersion and embodiment. In addition, novelty does not necessarily increase learning achievement. The increase of learning achievement is more dependent on a match between the learning content and the learning method. The embodied learning method is appropriate for instructing difficult knowledge and spatial knowledge. Reserving enough time for reflection is important to deep learning in a VR environment.
ContributorsHuang, Wen (Author) / Roscoe, Rod (Thesis advisor) / Johnson, Mina (Committee member) / Craig, Scotty (Committee member) / Arizona State University (Publisher)
Created2020
Description
The relationship between video games and education is something that has been studied extensively in academia. Based upon these studies a new concept was created, gamification. Gamification is the next step in video game research to analyze why video games enhance learning. The interest and research into this concept have developed so much so that it has become its own topic area for research. This study is looking to analyze the effect that gamification has on not only learning, but also self-efficacy. Through a choose your own adventure game, the knowledge and self-efficacy of participants will be examined to observe the differences when learning difficult engineering concepts with and without gamification. It is expected that participants that experienced training through gamification will demonstrate deeper learning and higher self-efficacy than trained through a video. Furthermore, it is anticipated that some video trained participants’ self-efficacy will increase; however, their comprehension will be less than participants trained through gamification. The results of this study can help promote the interest in researching gamification and education, while influencing educators to corporate gamification elements when designing their courses. Moreover, this study continued through adaptation and integration into a statics forces class, investigated if the same results can be found within a classroom setting.
ContributorsKanechika, Amber (Author) / Craig, Scotty (Thesis director) / Roscoe, Rod (Committee member) / Engineering Programs (Contributor) / Barrett, The Honors College (Contributor)
Created2020-05