Matching Items (9)
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- All Subjects: Learning
- Creators: Nelson, Brian
- Creators: Craig, Scotty
Description
This research study investigated the effects of high fidelity graphics on both learning and presence, or the "sense of being there," inside a Virtual Learning Environment (VLE). Four versions of a VLE on the subject of the element mercury were created, each with a different combination of high and low fidelity polygon models and high and low fidelity shaders. A total of 76 college age (18+ years of age) participants were randomly assigned to one of the four conditions. The participants interacted with the VLE and then completed several posttest measures on learning, presence, and attitudes towards the VLE experience. Demographic information was also collected, including age, computer gameplay experience, number of virtual environments interacted with, gender and time spent in this virtual environment. The data was analyzed as a 2 x 2 between subjects ANOVA.
The main effects of shader fidelity and polygon fidelity were both non- significant for both learning and all presence subscales inside the VLE. In addition, there was no significant interaction between shader fidelity and model fidelity. However, there were two significant results on the supplementary variables. First, gender was found to have a significant main effect on all the presence subscales. Females reported higher average levels of presence than their male counterparts. Second, gameplay hours, or the number of hours a participant played computer games per week, also had a significant main effect on participant score on the learning measure. The participants who reported playing 15+ hours of computer games per week, the highest amount of time in the variable, had the highest score as a group on the mercury learning measure while those participants that played 1-5 hours per week had the lowest scores.
The main effects of shader fidelity and polygon fidelity were both non- significant for both learning and all presence subscales inside the VLE. In addition, there was no significant interaction between shader fidelity and model fidelity. However, there were two significant results on the supplementary variables. First, gender was found to have a significant main effect on all the presence subscales. Females reported higher average levels of presence than their male counterparts. Second, gameplay hours, or the number of hours a participant played computer games per week, also had a significant main effect on participant score on the learning measure. The participants who reported playing 15+ hours of computer games per week, the highest amount of time in the variable, had the highest score as a group on the mercury learning measure while those participants that played 1-5 hours per week had the lowest scores.
ContributorsHorton, Scott (Author) / Nelson, Brian (Thesis advisor) / Savenye, Wilhelmina (Committee member) / Atkinson, Robert (Committee member) / Arizona State University (Publisher)
Created2014
Description
Many web search improvements have been developed since the advent of the modern search engine, but one underrepresented area is the application of specific customizations to search results for educational web sites. In order to address this issue and improve the relevance of search results in automated learning environments, this work has integrated context-aware search principles with applications of preference based re-ranking and query modifications. This research investigates several aspects of context-aware search principles, specifically context-sensitive and preference based re-ranking of results which take user inputs as to their preferred content, and combines this with search query modifications which automatically search for a variety of modified terms based on the given search query, integrating these results into the overall re-ranking for the context. The result of this work is a novel web search algorithm which could be applied to any online learning environment attempting to collect relevant resources for learning about a given topic. The algorithm has been evaluated through user studies comparing traditional search results to the context-aware results returned through the algorithm for a given topic. These studies explore how this integration of methods could provide improved relevance in the search results returned when compared against other modern search engines.
ContributorsVan Egmond, Eric (Author) / Burleson, Winslow (Thesis advisor) / Syrotiuk, Violet (Thesis advisor) / Nelson, Brian (Committee member) / Arizona State University (Publisher)
Created2014
Description
Can a skill taught in a virtual environment be utilized in the physical world? This idea is explored by creating a Virtual Reality game for the HTC Vive to teach users how to play the drums. The game focuses on developing the user's muscle memory, improving the user's ability to play music as they hear it in their head, and refining the user's sense of rhythm. Several different features were included to achieve this such as a score, different levels, a demo feature, and a metronome. The game was tested for its ability to teach and for its overall enjoyability by using a small sample group. Most participants of the sample group noted that they felt as if their sense of rhythm and drumming skill level would improve by playing the game. Through the findings of this project, it can be concluded that while it should not be considered as a complete replacement for traditional instruction, a virtual environment can be successfully used as a learning aid and practicing tool.
ContributorsDinapoli, Allison (Co-author) / Tuznik, Richard (Co-author) / Kobayashi, Yoshihiro (Thesis director) / Nelson, Brian (Committee member) / Computer Science and Engineering Program (Contributor) / School of International Letters and Cultures (Contributor) / Computing and Informatics Program (Contributor) / Barrett, The Honors College (Contributor)
Created2017-12
Description
This thesis investigates students' learning behaviors through their interaction with an educational technology, Web Programming Grading Assistant. The technology was developed to facilitate the grading of paper-based examinations in large lecture-based classrooms and to provide richer and more meaningful feedback to students. A classroom study was designed and data was gathered from an undergraduate computer-programming course in the fall of 2016. Analysis of the data revealed that there was a negative correlation between time lag of first review attempt and performance. A survey was developed and disseminated that gave insight into how students felt about the technology and what they normally do to study for programming exams. In conclusion, the knowledge gained in this study aids in the quest to better educate students in computer programming in large in-person classrooms.
ContributorsMurphy, Hannah (Author) / Hsiao, Ihan (Thesis director) / Nelson, Brian (Committee member) / School of Computing, Informatics, and Decision Systems Engineering (Contributor) / Department of Supply Chain Management (Contributor) / Barrett, The Honors College (Contributor)
Created2017-05
Web-Based Programming Grading Assistant: An Investigation of the Role of Students Reviewing Behavior
Description
Paper assessment remains to be an essential formal assessment method in today's classes. However, it is difficult to track student learning behavior on physical papers. This thesis presents a new educational technology—Web Programming Grading Assistant (WPGA). WPGA not only serves as a grading system but also a feedback delivery tool that connects paper-based assessments to digital space. I designed a classroom study and collected data from ASU computer science classes. I tracked and modeled students' reviewing and reflecting behaviors based on the use of WPGA. I analyzed students' reviewing efforts, in terms of frequency, timing, and the associations with their academic performances. Results showed that students put extra emphasis in reviewing prior to the exams and the efforts demonstrated the desire to review formal assessments regardless of if they were graded for academic performance or for attendance. In addition, all students paid more attention on reviewing quizzes and exams toward the end of semester.
ContributorsHuang, Po-Kai (Author) / Hsiao, I-Han (Thesis advisor) / Nelson, Brian (Committee member) / VanLehn, Kurt (Committee member) / Arizona State University (Publisher)
Created2017
Description
Distributed self-assessments and reflections empower learners to take the lead on their knowledge gaining evaluation. Both provide essential elements for practice and self-regulation in learning settings. Nowadays, many sources for practice opportunities are made available to the learners, especially in the Computer Science (CS) and programming domain. They may choose to utilize these opportunities to self-assess their learning progress and practice their skill. My objective in this thesis is to understand to what extent self-assess process can impact novice programmers learning and what advanced learning technologies can I provide to enhance the learner’s outcome and the progress. In this dissertation, I conducted a series of studies to investigate learning analytics and students’ behaviors in working on self-assessments and reflection opportunities. To enable this objective, I designed a personalized learning platform named QuizIT that provides daily quizzes to support learners in the computer science domain. QuizIT adopts an Open Social Student Model (OSSM) that supports personalized learning and serves as a self-assessment system. It aims to ignite self-regulating behavior and engage students in the self-assessment and reflective procedure. I designed and integrated the personalized practice recommender to the platform to investigate the self-assessment process. I also evaluated the self-assessment behavioral trails as a predictor to the students’ performance. The statistical indicators suggested that the distributed reflections were associated with the learner's performance. I proceeded to address whether distributed reflections enable self-regulating behavior and lead to better learning in CS introductory courses. From the student interactions with the system, I found distinct behavioral patterns that showed early signs of the learners' performance trajectory. The utilization of the personalized recommender improved the student’s engagement and performance in the self-assessment procedure. When I focused on enhancing reflections impact during self-assessment sessions through weekly opportunities, the learners in the CS domain showed better self-regulating learning behavior when utilizing those opportunities. The weekly reflections provided by the learners were able to capture more reflective features than the daily opportunities. Overall, this dissertation demonstrates the effectiveness of the learning technologies, including adaptive recommender and reflection, to support novice programming learners and their self-assessing processes.
ContributorsAlzaid, Mohammed (Author) / Hsiao, Ihan (Thesis advisor) / Davulcu, Hasan (Thesis advisor) / VanLehn, Kurt (Committee member) / Nelson, Brian (Committee member) / Bansal, Srividya (Committee member) / Arizona State University (Publisher)
Created2022
Description
This is a report on an experiment that examines if the principles of multimedia learning outlined in Richard E. Mayer’s journal article, “Using multimedia for e-learning”, located in the Journal of Computer Assisted Learning would apply to haptic feedback used for haptic robotic operation. This was tested by developing and using a haptic robotic manipulator known as the Haptic Testbed (HTB). The HTB is a manipulator designed to emulate human hand movement for haptic testing purposes and features an index finger and thumb for the right hand. Control is conducted through a Leap Motion Controller, a visual sensor that uses infrared lights and cameras to gather various data about hands it can see. The goal of the experiment was to have test subjects complete a task where they shifted objects along a circuit of positions where they were measured on time to complete the circuit as well as accuracy in reaching the individual points. Analysis of subject responses to surveys as well as performance during the experiment showed haptic feedback during training improving initial performance of individuals as well as lowering mental effort and mental demand during said training. The findings of this experiment showed support for the hypothesis that Mayer’s principles do apply to haptic feedback in training for haptic robotic manipulation. One of the implications of this experiment would be the possibility for haptics and tactile senses to be an applicable sense for Mayer’s principles of multimedia learning as most of the current work in the field is mostly focused on visual or auditory senses. If the results of the experiment were replicated in a future experiment it would provide support to the hypothesis that the principles of multimedia learning can be utilized to improve the training of haptic robotic operation.
ContributorsGiam, Connor Dallas (Author) / Craig, Scotty (Thesis director) / Sodemann, Angela (Committee member) / Engineering Programs (Contributor, Contributor) / Barrett, The Honors College (Contributor)
Created2019-05
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
Description
The advancement of technology has transformed information consumption into an accessible and flexible process. The open learning ecosystem that exists online relies on self-direction. Learners are able to effectively fulfill personal learning goals with preferred content forms, specifically by utilizing Massive Open Online Courses (MOOC). It is essential to investigate the role of mediums in distributed learning to initiate human-centric design changes that best support the learner. This study provides insight into how choice influences self-learning and highlights the major engagement difficulties of MOOCs. Significant attrition was experienced while issuing text and audio material to participants for three weeks. Although this prevented valid statistical tests from being run, it was clear that text was the most desirable and effective medium. Students that read exhibited the highest comprehension levels and selected it as their de-facto consumption method even if audio was made available. Since this study involved complex topics, this supported the transient information effect. Future studies should focus deeply on the structure of online courses by implementing personable engagement features that improve overall participation rate.
ContributorsWoods, Quintin (Author) / Roscoe, Rod (Thesis advisor) / Craig, Scotty (Committee member) / Branaghan, Russell (Committee member) / Arizona State University (Publisher)
Created2019