Matching Items (10)
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- All Subjects: Learning
- Creators: Nelson, Brian
- Creators: School of Molecular Sciences
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
Collaborative learning is a potential technique for teachers to use to meet the diverse learning needs of the students in their classrooms. Previous studies have investigated the contexts in which the benefits of collaborative learning show greater presence. The most important factor found was the quality of the interactions. Studies have suggested that high achieving students are capable of improving the quality of interactions. This bears the question if prior knowledge plays an influence in the learning outcome of students in collaborative learning. Results show that high prior knowledge students do not face a detriment in having low prior knowledge students as a partner comparing to having another high prior knowledge student and that low prior knowledge students show significantly higher learning outcome when partnered with a high prior knowledge partner than with another low prior knowledge student. It is therefore likely that having a high prior knowledge student within a dyad improves the quality of interaction, resulting in greater learning outcome through collaborative learning.
ContributorsKeyvani, Kewmars (Author) / Chi, Michelene (Thesis director) / Wylie, Ruth (Committee member) / Barrett, The Honors College (Contributor) / Department of Psychology (Contributor) / School of Life Sciences (Contributor)
Created2014-05
Description
Drospirenone (DRSP) is a novel, pharmacologically unique synthetic progestin with properties more similar to the endogenous progestogen, progesterone, than any other progestin currently on the market. While a significant amount of research has been conducted on the risks associated with DRSP, the impact of DRSP on cognition, especially in reference to learning and memory, is not well understood. However, it is imperative to fully understand the cognitive effects of DRSP, both alone and in combination with EE (as taken in a combined oral contraceptive [COC]), so that women and their physicians can make a fully-informed decision when deciding to take a DRSP-containing COC. Study 1 examined the effects of three doses of DRSP in order to determine the optimal dose for combining with EE, and found that the medium dose of DRSP (30 µg/day) enhanced spatial working memory performance. In Study 2, the medium dose of DRSP from Study 1 was combined with low (0.125 µg/day) and high (0.3 µg/day) doses of EE to examine the effects of DRSP as taken with EE in a COC. The results from Study 2 indicated that when DRSP was combined with a low, but not high, dose of EE, spatial working memory impairments were seen at the highest working memory load. Anxiety-like behavior was evaluated using the OFT, and DRSP was shown to decrease measures of anxiety-like behavior. Additionally, while treatment with a high dose of EE decreased several measures of anxiety-like behavior, a low dose of EE did not, suggestive of a dose response. Taken together, the findings presented from both studies suggest that some of the cognitive effects of the combination of DRSP with EE are different than those of either hormone administered on its own. Further exploration in a preclinical, ovary-intact animal model is a next step to fully understand these effects in the translational context of a contraceptive, given that women taking an EE-DRSP combination are typically ovary-intact.
ContributorsPoisson, Mallori Louise (Author) / Bimonte-Nelson, Heather (Thesis director) / Doane, Leah (Committee member) / School of Nutrition and Health Promotion (Contributor) / School of Molecular Sciences (Contributor) / Department of Psychology (Contributor) / Barrett, The Honors College (Contributor)
Created2017-05
Description
The mammalian target of rapamycin (mTOR) is integral in regulating cell growth as it maintains a homeostatic balance of proteins by modulating their synthesis and degradation. In the brain, mTOR regulates protein-driven neuroplastic changes that modulate learning and memory. Nevertheless, upregulation of mTOR can cause detrimental effect in spatial memory and synaptic plasticity. The proline-rich Akt-substrate 40 kDa (PRAS40) is a key negative regulator of mTOR, as it binds mTOR and directly reduces its activity. To investigate the role of PRAS40 on learning and memory, we generated a transgenic mouse model in which we used the tetracycline-off system to regulate the expression of PRAS40 specifically in neurons of the hippocampus. After induction, we found that mice overexpressing PRAS40 performed better than control mice in the Morris Water Maze behavioral test. We further show that the improvement in memory was associated with a decrease in mTOR signaling, an increase in dendritic spines in hippocampal pyramidal neurons, and an increase in the levels of brain-derived neurotrophic factor (BDNF), a neurotrophin necessary for learning and memory. This is the first evidence that shows that increasing PRAS40 in the mouse brain enhances learning and memory deficits.
ContributorsSarette, Patrick William (Author) / Oddo, Salvatore (Thesis director) / Caccamo, Antonella (Committee member) / Kelleher, Raymond (Committee member) / School of Molecular Sciences (Contributor) / School of Life Sciences (Contributor) / Barrett, The Honors College (Contributor)
Created2018-05
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
Traditionally, a study abroad program is a semester or year-long program. However, short-term study abroad (STSA) programs are becoming increasingly more popular for those who want to study abroad but feel as though they cannot for various reasons. A STSA experience provides opportunities for cultural immersion and second language acquisition. Additionally, the population of English language learners (ELLs) in American classrooms, specifically Arizona, is increasing. Pre-service teachers are often not properly equipped with the tools and skills necessary to address the needs of ELLs in the classroom. Previous literature reported that pre-service teachers who participated in a STSA program working with ELLs showed an increase in empathy in regards to language learning. This study merges the two mentioned above, where Arizona State University undergraduate students from various colleges participated in a one-week short-term study abroad experience to the Dominican Republic working with ELLs. Six participants share their experiences about how their work with English language learners impacted their views about ELLs here in the United States. One-on-one structured interviews were conducted after which the data was analyzed qualitatively for various themes and patterns that emerged across all participants. These themes include reasons why participants chose to participate in a STSA program and how the participants' perspective changed in regards to language learning after this experience. Additionally, participants developed an increase in empathy for English language learners, a commitment to participating in more international and local service events, and expressing the need to advocate for more support of ELLs in American classrooms. Implications for various key stakeholders within and outside of the university setting will be shared.
ContributorsCantwell, Megan Marie (Author) / Jimenez-Silva, Margarita (Thesis director) / Lambson, Dawn (Committee member) / School of Molecular Sciences (Contributor) / Barrett, The Honors College (Contributor)
Created2016-12
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
Description
Motor learning is the process of improving task execution according to some measure of performance. This can be divided into skill learning, a model-free process, and adaptation, a model-based process. Prior studies have indicated that adaptation results from two complementary learning systems with parallel organization. This report attempted to answer the question of whether a similar interaction leads to savings, a model-free process that is described as faster relearning when experiencing something familiar. This was tested in a two-week reaching task conducted on a robotic arm capable of perturbing movements. The task was designed so that the two sessions differed in their history of errors. By measuring the change in the learning rate, the savings was determined at various points. The results showed that the history of errors successfully modulated savings. Thus, this supports the notion that the two complementary systems interact to develop savings. Additionally, this report was part of a larger study that will explore the organizational structure of the complementary systems as well as the neural basis of this motor learning.
ContributorsRuta, Michael (Author) / Santello, Marco (Thesis director) / Blais, Chris (Committee member) / School of Mathematical and Statistical Sciences (Contributor) / School of Molecular Sciences (Contributor) / School of Human Evolution & Social Change (Contributor) / Barrett, The Honors College (Contributor)
Created2021-05
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