Matching Items (9)
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- All Subjects: User Experience
- All Subjects: Visualization
- Creators: Branaghan, Russell
- Member of: Theses and Dissertations
- Resource Type: Text
Description
Multimodal presentations have been found to facilitate learning, however, may be a disadvantage for low spatial ability students if they require spatial visualization. This disadvantage stems from their limited capacity to spatially visualize and retain information from both text and diagrams for integration. Similarly, working memory capacity (WMC) likely plays a key role in a learner's ability to retain information presented to them via both modalities. The present study investigated whether or not the act of self-explaining helps resolve deficits in learning caused by individual differences in spatial ability, working memory capacity, and prior knowledge when learning with text, or text and diagrams. No interactions were found, but prior knowledge consistently predicted performance on like posttests. The author presents methodological and theoretical explanations as to the null results of the present study.
ContributorsGutierrez, Pedro J (Author) / Craig, Scotty D. (Thesis advisor) / Branaghan, Russell (Committee member) / Sanchez, Cristopher (Committee member) / Arizona State University (Publisher)
Created2014
Description
The International Standards Organization (ISO) documentation utilizes Fitts’ law to determine the usability of traditional input devices like mouse and touchscreens for one- or two-dimensional operations. To test the hypothesis that Fitts’ Law can be applied to hand/air gesture based computing inputs, Fitts’ multi-directional target acquisition task is applied to three gesture based input devices that utilize different technologies and two baseline devices, mouse and touchscreen. Three target distances and three target sizes were tested six times in a randomized order with a randomized order of the five input technologies. A total of 81 participants’ data were collected for the within subjects design study. Participants were instructed to perform the task as quickly and accurately as possible according to traditional Fitts’ testing procedures. Movement time, error rate, and throughput for each input technology were calculated.
Additionally, no standards exist for equating user experience with Fitts’ measures such as movement time, throughput, and error count. To test the hypothesis that a user’s experience can be predicted using Fitts’ measures of movement time, throughput and error count, an ease of use rating using a 5-point scale for each input type was collected from each participant. The calculated Mean Opinion Scores (MOS) were regressed on Fitts’ measures of movement time, throughput, and error count to understand the extent to which they can predict a user’s subjective rating.
Additionally, no standards exist for equating user experience with Fitts’ measures such as movement time, throughput, and error count. To test the hypothesis that a user’s experience can be predicted using Fitts’ measures of movement time, throughput and error count, an ease of use rating using a 5-point scale for each input type was collected from each participant. The calculated Mean Opinion Scores (MOS) were regressed on Fitts’ measures of movement time, throughput, and error count to understand the extent to which they can predict a user’s subjective rating.
ContributorsBurno, Rachael A (Author) / Wu, Bing (Thesis advisor) / Cooke, Nancy J. (Committee member) / Branaghan, Russell (Committee member) / Arizona State University (Publisher)
Created2015
Description
Multimedia educational technologies have increased their presence in traditional and online classrooms over the course of the previous decade. These tools hold value and can promote positive learning outcomes but are reliant on students’ degree of cognitive engagement and self-regulation. When students are not cognitively engaged or have low self-regulation capabilities, their interaction with the technology becomes less impactful because of decreased learning outcomes. Building or altering technologies to cognitively engage students is costly and timely; the present study investigates if introducing higher agency roles, to change the role of the student, increases learning outcomes. Specifically, this study investigates if higher agency roles of a designer or teacher enhances cognitive engagement and improves learning when compared to the conventional role of a learner. Improved learning outcomes were observed from the pretest to posttest for the learner, designer, and teacher role. Participants engaged with higher agency roles did not demonstrate more growth from pretest to posttest when compared to the control group, but participants in the teacher role outperformed those in the designer role. Additionally, reading ability did not impact learning gains across groups. While students who engaged with higher agency roles did not achieve greater learning outcomes than students in the control group, results indicate a learning effect across groups. Results of this study suggest that it was underpowered. Further research is needed to determine the extent of the impact that higher agency roles have on learning outcomes.
ContributorsNovak, Kyrsten (Author) / Roscoe, Rod (Thesis advisor) / Branaghan, Russell (Committee member) / Craig, Scotty (Committee member) / Arizona State University (Publisher)
Created2018
Description
Providing the user with good user experience is complex and involves multiple factors. One of the factors that can impact the user experience is animation. Animation can be tricky to get right and needs to be understood by designers. Animations that are too fast might not accomplish anything and having them too slow could slow the user down causing them to get frustrated.
This study explores the subject of animation and its speed by trying to answer the following questions – 1) Do people notice whether an animation is present 2) Does animation affect the enjoyment of a transition? and 3) If animation does affect enjoyment, what is the effect of different animation speeds?
The study was conducted using 3 prototypes of an application to order bottled water in which the transitions between different brands of bottled water were animated at 0ms, 300ms and 650ms. A survey was conducted to see if the participants were able to spot any difference between the prototypes and if they did, which one they preferred.
It was found that most people did not recognize any difference between the prototypes. Even people who recognized a difference between the prototypes did not have any preference of speed.
This study explores the subject of animation and its speed by trying to answer the following questions – 1) Do people notice whether an animation is present 2) Does animation affect the enjoyment of a transition? and 3) If animation does affect enjoyment, what is the effect of different animation speeds?
The study was conducted using 3 prototypes of an application to order bottled water in which the transitions between different brands of bottled water were animated at 0ms, 300ms and 650ms. A survey was conducted to see if the participants were able to spot any difference between the prototypes and if they did, which one they preferred.
It was found that most people did not recognize any difference between the prototypes. Even people who recognized a difference between the prototypes did not have any preference of speed.
ContributorsIjari, Kusum (Author) / Branaghan, Russell (Thesis advisor) / Chiou, Erin (Committee member) / Roscoe, Rod (Committee member) / Arizona State University (Publisher)
Created2019
Description
This study investigated the effect of two different preparation methods on hitting performance in a high&ndashfidelity; baseball batting simulation. Novice and expert players participated in one of three conditions: observation (viewing a video of the goal action), visualization (hearing a script of the goal action), or a no&ndashpreparation; control group. Each participant completed three different hitting tasks: pull hit, opposite&ndashfield; hit, and sacrifice fly. Experts had more successful hits, overall, than novices. The number of successful hits was significantly higher for both the observation and visualization conditions than for the control. In most cases, performance was best in the observation condition. Experts demonstrated greater effects from the mental preparation techniques compared to novices. However, these effects were mediated by task difficulty. The difference between experts and novices, as well as the difference between the observation and visualization conditions was greater for the more difficult hitting task (opposite&ndashfield; hitting) than for the easier hitting task (sacrifice fly). These effects of mental preparation were associated with significant changes in batting kinematics (e.g., changes in point of bat/ball contact and swing direction). The results indicate that mental preparation can improve directional hitting ability in baseball with the optimal preparation methods depending on skill&ndashlevel; and task difficulty.
ContributorsNeuman, Brooke Leigh Anne (Author) / Gray, Rob (Thesis advisor) / Branaghan, Russell (Committee member) / Becker, Vaughn (Committee member) / Arizona State University (Publisher)
Created2010
Description
ABSTRACT
The cold and the flu are two of the most prevalent diseases in the world. Many over the counter (OTC) medications have been created to combat the symptoms of these illnesses. Some medications take a holistic approach by claiming to alleviate a wide range of symptoms, while others target a specific symptom. As these medications become more ubiquitous within the United State of America (USA), consumers form associations and mental models about the cold/flu field. The goal of Study 1 was to build a Pathfinder network based on the associations consumers make between cold/flu symptoms and medications. 100 participants, 18 years or older, fluent in English, and residing in the USA, completed a survey about the relatedness of cold/flu symptoms to OTC medications. They rated the relatedness on a scale of 1 (highly unrelated) to 7 (highly related) and those rankings were used to build a Pathfinder network that represented the average of those associations. Study 2 was conducted to validate the Pathfinder network. A different set of 90 participants with the same restrictions as those in Study 1 completed a matching associations test. They were prompted to match symptoms and medications they associated closely with each other. Results showered a significant negative correlation between the geodetic distance (the number of links between objects in the Pathfinder network) separating symptoms and medications and frequency of pairing symptoms with medication. This provides evidence of the validity of the Pathfinder network. It was also seen that, higher the relatedness rating between symptoms and medications in Study 1, higher the frequency of pairing symptom to medication in Study 2, and the more directly linked those symptoms and medications were in the Pathfinder network. This network can inform pharmaceutical companies about which symptoms they most closely associate with, who their competitors are, what symptoms they can dominate, and how to market their medications more effectively.
The cold and the flu are two of the most prevalent diseases in the world. Many over the counter (OTC) medications have been created to combat the symptoms of these illnesses. Some medications take a holistic approach by claiming to alleviate a wide range of symptoms, while others target a specific symptom. As these medications become more ubiquitous within the United State of America (USA), consumers form associations and mental models about the cold/flu field. The goal of Study 1 was to build a Pathfinder network based on the associations consumers make between cold/flu symptoms and medications. 100 participants, 18 years or older, fluent in English, and residing in the USA, completed a survey about the relatedness of cold/flu symptoms to OTC medications. They rated the relatedness on a scale of 1 (highly unrelated) to 7 (highly related) and those rankings were used to build a Pathfinder network that represented the average of those associations. Study 2 was conducted to validate the Pathfinder network. A different set of 90 participants with the same restrictions as those in Study 1 completed a matching associations test. They were prompted to match symptoms and medications they associated closely with each other. Results showered a significant negative correlation between the geodetic distance (the number of links between objects in the Pathfinder network) separating symptoms and medications and frequency of pairing symptoms with medication. This provides evidence of the validity of the Pathfinder network. It was also seen that, higher the relatedness rating between symptoms and medications in Study 1, higher the frequency of pairing symptom to medication in Study 2, and the more directly linked those symptoms and medications were in the Pathfinder network. This network can inform pharmaceutical companies about which symptoms they most closely associate with, who their competitors are, what symptoms they can dominate, and how to market their medications more effectively.
ContributorsTendolkar, Tanvi Gopal (Author) / Branaghan, Russell (Thesis advisor) / Chiou, Erin (Committee member) / Craig, Scotty (Committee member) / Arizona State University (Publisher)
Created2020
Description
The relationship between user experience, learning, and psychology is complex. There are many rules and concepts that guide experience design. It is likely that some of the guidance is valid whereas other guidance is not. This explores some of that guidance and evaluates how they are linked to learning. Do the guidance’s made 25, 50, 100 years ago still hold true today? Additionally, the psychological background behind the way someone holds memory is important. Knowing how information is stored and processed helps educators provide the best learning experience possible. With an eye toward perception and cognition, this paper examines the relevance of the various pieces of guidance. The results suggest that, overall, this guidance is still valid and valuable to current learning trends and designs. This suggests that user experience designers for education need to pay attention to the guidance provided by psychology when designing learning management systems, placing content in a course, and choosing which aesthetics to follow.
ContributorsLapujade, Lily Ann (Author) / Branaghan, Russell (Thesis director) / Roscoe, Rod (Committee member) / Human Systems Engineering (Contributor, Contributor) / College of Integrative Sciences and Arts (Contributor) / Barrett, The Honors College (Contributor)
Created2020-05
Description
The Barrett Honors College website contains a lot of information that isn’t easily accessible by Honors Students. Many honors students have trouble finding the correct information they need. Important information is scattered all over the website making it difficult for honors students to find and understand the information they need. One example of this is the requirements for Lower and Upper Division credit. This website displays the upper and lower division credit needed for a student to graduate from the honors college via a noninteractive flowchart. Many high school seniors find it difficult to understand the mundane flowchart outlining the required honors credit that is required for graduating from Barrett at Arizona State University. Also, it is confusing for many transfer students with unique circumstances to determine the necessary requirements for them to graduate as a Barrett student.
These difficult flowcharts and confusing websites have a huge impact on a student’s ability to adequately receive the information they need and, in the end, can have a negative impact on their ultimate decision when deciding if Barrett is right for them. A better user experience can be a more effective way of displaying information to students. A better design that allows to user more interaction would allow for the user to better understand the information they are presented. Instead of a monotone flowchart displaying the requirements necessary to graduate with honors status, A web application where a user can input their information and get an output of the necessary requirements tailored to the unique circumstance would be more informative, useful, and easier to use. The web app would take information such as a student’s year, whether it be an incoming freshman or transfer student, and their current and previous course credit to determine the specific number of honors credits, The Human Event courses, and Thesis project required for this user to complete the requirements for Barrett Honors College. This application would give the user a better understanding of what is required of them and in turn lead to a better user experience.
These difficult flowcharts and confusing websites have a huge impact on a student’s ability to adequately receive the information they need and, in the end, can have a negative impact on their ultimate decision when deciding if Barrett is right for them. A better user experience can be a more effective way of displaying information to students. A better design that allows to user more interaction would allow for the user to better understand the information they are presented. Instead of a monotone flowchart displaying the requirements necessary to graduate with honors status, A web application where a user can input their information and get an output of the necessary requirements tailored to the unique circumstance would be more informative, useful, and easier to use. The web app would take information such as a student’s year, whether it be an incoming freshman or transfer student, and their current and previous course credit to determine the specific number of honors credits, The Human Event courses, and Thesis project required for this user to complete the requirements for Barrett Honors College. This application would give the user a better understanding of what is required of them and in turn lead to a better user experience.
ContributorsGandhe, Nikhil (Author) / Menees, Jodi (Thesis director) / Barnett, Jessica (Committee member) / Davis, Jonathan (Committee member) / Computer Science and Engineering Program (Contributor) / Barrett, The Honors College (Contributor)
Created2020-05
Description
This paper describes the development of a mobile application aimed at facilitating the communication and collaboration of roommates with regards to grocery shopping, food-sharing, and cost-splitting. The approach involves several methods of user-informed design. First, I conducted an analysis of user needs, interviewing potential end-users to gauge shopping habits and behaviors. Second, using iterative wireframing and a design tool called Figma, I constructed a working prototype of the design. Third, the prototype was used in a usability study, focused on uncovering pain points and other insights regarding the performance of the app. The usability tests were designed to simulate tasks that users might reasonably encounter when using the app. Finally, a second analysis of user needs was conducted, this time on a much larger scale. These methods were used to develop several informed design decisions that could improve the overall usability in future iterations of the design.
ContributorsDabundo, Scott (Author) / Branaghan, Russell (Thesis director) / Roscoe, Rod (Committee member) / School of Music (Contributor) / Human Systems Engineering (Contributor) / Barrett, The Honors College (Contributor)
Created2020-05