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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.

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
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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

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
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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

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