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- All Subjects: engineering
- All Subjects: collision
- Status: Published
Description
Learners' attitudes and beliefs during the initial stages of learning have a profound impact on their future decisions, practice habits, and persistence. In music education, however, surprisingly little research has explored how physical equipment design might influence novices' attitudes and beliefs. The current study addresses this gap by examining how novices' motivation and perception differ based on the physical design of the musical instrument they interact with while learning. Fifty-two adult participants completed an online survey measuring their expectancies (e.g., confidence), value beliefs (e.g., enjoyment, interest, and social merit), and anticipated persistence while attempting to learn the electric guitar. Afterward, participants attempted to learn and perform several beginner-level tasks while using a conventionally designed or ergonomically designed guitar. The conventionally designed guitar was a commercially available model marketed toward beginner and intermediate-level guitarists. In contrast, the ergonomic guitar was a custom model based on expert design recommendations to improve ease of use, comfort, and user experience. Participant learning expectations and values were assessed before and after a one-hour practice session. Results revealed that novices who used the ergonomic guitar reported significant gains in anticipated learning enjoyment. Alternatively, novices who used the conventional guitar exhibited no such change. Beyond this relationship however, the ergonomic guitar was not found to meaningfully affect participants' confidence, interest, physical discomfort, and task difficulty perceptions. Additionally, the ergonomic guitar did not have a statistically significant influence on learning persistence ratings. One important implication extracted from this study is that a single practice session may not provide enough time or experience to affect a novices' attitudes and beliefs toward learning. Future studies may seek to remedy this study limitation by using a longitudinal design or longer practice task trials. Despite this limitation however, this exploratory study highlights the need for researchers, music educators, and instrument manufacturers to carefully consider how the physical design of a musical instrument may impact learning attitudes, choices, and persistence over time. Additionally, this study offers the first attempt at extending the equipment design literature to music education and Expectancy-Value Theory.
ContributorsO'Brian, Joseph (Author) / Roscoe, Rod D. (Thesis advisor) / Branaghan, Russell J (Committee member) / Craig, Scotty (Committee member) / Arizona State University (Publisher)
Created2016
Description
In 2013, 1.8 million US drivers were responsible for rear-end collisions with other vehicles (NHTSA 2014), for which driver distraction has been identified as the main factor (Campbell, Smith & Najm, 2003; Knipling, Mironer, Hendricks, Tijerina, Everson, Allen & Wilson 1993; Wang, Knipling & Goodman, 1996). The ubiquity of cell phones and their use behind the wheel has played a major role in distracting these drivers. To mitigate this, some manufacturers are equipping vehicles with forward collision warning (FCW) systems.
Generally, warnings that are perceived as being urgent produce lower response times. One technique for increasing perceived urgency of a warning is called looming, where the signal increases in or more dimensions over time. Looming warning signals have been shown to produce low response times, likely because the recipient perceives the signal as a potential approaching threat, prompting defensive reactions (Graziano and Cooke, 2006).
The present study evaluates the effect of veridical (intensity increases at the rate of closure with the lead vehicle) and high urgency (intensity increases at a rate of Time to Collision minus 0.5 seconds) looming FCW, as well as a static FCW, on drivers’ brake reaction times in the presence of a secondary texting task. Participants’ brake reaction times were recorded as they followed a lead car in a driving simulator, encountering multiple sudden-braking events across the five conditions (a control condition as well as four counterbalanced conditions using a secondary texting task). In the four conditions with a secondary task, participants received no FCW, static FCW, veridical FCW, and high-urgency FCW, respectively. Performance data was analyzed using a repeated measures ANOVA, and a series of pairwise comparisons were then made using Bonferroni corrected pairwise t-tests.
The presence of a visually and manually distracting secondary task (texting) seems to diminish the performance of the looming signals as compared to previous studies that did not use a distraction component. While looming FCW do seem to effectively lower BRTs when the driver is distracted, it is recommended that further research investigate the relationship between secondary task types and their respective levels of distraction, and the effectiveness of auditory looming FCW.
Generally, warnings that are perceived as being urgent produce lower response times. One technique for increasing perceived urgency of a warning is called looming, where the signal increases in or more dimensions over time. Looming warning signals have been shown to produce low response times, likely because the recipient perceives the signal as a potential approaching threat, prompting defensive reactions (Graziano and Cooke, 2006).
The present study evaluates the effect of veridical (intensity increases at the rate of closure with the lead vehicle) and high urgency (intensity increases at a rate of Time to Collision minus 0.5 seconds) looming FCW, as well as a static FCW, on drivers’ brake reaction times in the presence of a secondary texting task. Participants’ brake reaction times were recorded as they followed a lead car in a driving simulator, encountering multiple sudden-braking events across the five conditions (a control condition as well as four counterbalanced conditions using a secondary texting task). In the four conditions with a secondary task, participants received no FCW, static FCW, veridical FCW, and high-urgency FCW, respectively. Performance data was analyzed using a repeated measures ANOVA, and a series of pairwise comparisons were then made using Bonferroni corrected pairwise t-tests.
The presence of a visually and manually distracting secondary task (texting) seems to diminish the performance of the looming signals as compared to previous studies that did not use a distraction component. While looming FCW do seem to effectively lower BRTs when the driver is distracted, it is recommended that further research investigate the relationship between secondary task types and their respective levels of distraction, and the effectiveness of auditory looming FCW.
ContributorsBecker, Mike (Author) / Gray, Robert (Thesis advisor) / Branaghan, Russell (Committee member) / Craig, Scotty (Committee member) / Arizona State University (Publisher)
Created2016
Description
Analytics are being collected on a day to day basis on just about anything that you can think of. Sports is one of the recent fields that has started implementing the tool into their game. Analytics can be described as an abundance of statistical information that show situational tendencies of other teams and players. It is hypothesized that analytics provide anticipatory information that allows athletes to know what is coming; therefore, allowing them to perform better in real game scenarios. However, it is unclear how this information should be presented to athletes and whether athletes can actually retain the abundance of information given to them. Two different types of presentation methods (Numeric and Numeric plus Graph) and two different amounts of analytic information (High and Low) were compared for baseball players in an online based baseball specific retention survey: High Numeric (excess information shown in spreadsheet format), Low Numeric (key information shown in spreadsheet format), High Numeric plus Graph (excess information shown as a spreadsheet with hitting zone maps), and Low Numeric plus Graph (key information shown as a spreadsheet with hitting zone maps). Athletes produced different retention scores for the type of presentation method given across the whole study. Athletes presented analytic as Numeric plus Graph performed better than athletes in just Numeric condition. Additionally, playing experience had a significant effect on an athlete’s ability to retain analytic information. Athletes with 10 plus years of baseball experience performed better in every condition other than High Numeric plus Graph compared to athletes with less than 10 years of experience. Amount and experience also had an interaction effect that produced statistical significance; those with less experience performed better in conditions with less baseball information given whereas those with more experience were able to handle more baseball information at once. Providing analytic information gives athletes, especially baseball batters, a significant advantage over their opponent; however, ability to retain analytic information depends on how the information is presented and to whom the information is being presented.
ContributorsGin, Andrew B (Author) / Gray, Robert (Thesis advisor) / Cooke, Nancy J. (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