Matching Items (10)
Filtering by
- All Subjects: instructional design
- Creators: Nelson, Brian
- Creators: Savenye, Wilhelmina
- Member of: ASU Electronic Theses and Dissertations
- Member of: Theses and Dissertations
Description
This study empirically evaluated the effectiveness of the instructional design, learning tools, and role of the teacher in three versions of a semester-long, high-school remedial Algebra I course to determine what impact self-regulated learning skills and learning pattern training have on students' self-regulation, math achievement, and motivation. The 1st version was a business-as-usual traditional classroom teaching mathematics with direct instruction. The 2rd version of the course provided students with self-paced, individualized Algebra instruction with a web-based, intelligent tutor. The 3rd version of the course coupled self-paced, individualized instruction on the web-based, intelligent Algebra tutor coupled with a series of e-learning modules on self-regulated learning knowledge and skills that were distributed throughout the semester. A quasi-experimental, mixed methods evaluation design was used by assigning pre-registered, high-school remedial Algebra I class periods made up of an approximately equal number of students to one of the three study conditions or course versions: (a) the control course design, (b) web-based, intelligent tutor only course design, and (c) web-based, intelligent tutor + SRL e-learning modules course design. While no statistically significant differences on SRL skills, math achievement or motivation were found between the three conditions, effect-size estimates provide suggestive evidence that using the SRL e-learning modules based on ARCS motivation model (Keller, 2010) and Let Me Learn learning pattern instruction (Dawkins, Kottkamp, & Johnston, 2010) may help students regulate their learning and improve their study skills while using a web-based, intelligent Algebra tutor as evidenced by positive impacts on math achievement, motivation, and self-regulated learning skills. The study also explored predictive analyses using multiple regression and found that predictive models based on independent variables aligned to student demographics, learning mastery skills, and ARCS motivational factors are helpful in defining how to further refine course design and design learning evaluations that measure achievement, motivation, and self-regulated learning in web-based learning environments, including intelligent tutoring systems.
ContributorsBarrus, Angela (Author) / Atkinson, Robert K (Thesis advisor) / Van de Sande, Carla (Committee member) / Savenye, Wilhelmina (Committee member) / Arizona State University (Publisher)
Created2013
Description
The purpose of this study was to investigate the effects of instructor response prompts and rubrics on students' performance in an asynchronous discussion-board assignment, their learning achievement on an objective-type posttest, and their reported satisfaction levels. Researchers who have studied asynchronous computer-mediated student discussion transcripts have found evidence of mostly mid-level critical thinking skills, with fewer examples limited to lower or higher order thinking skill demonstration. Some researchers suggest that instructors may facilitate increased demonstration of higher-order critical thinking skills within asynchronous discussion-board activities. However, there is little empirical evidence available to compare the use of different external supports to facilitate students' critical thinking skills performance and learning achievement in blended learning environments. Results of the present study indicate that response prompts and rubrics can affect students' discussion performance, learning, and satisfaction ratings. The results, however, are complex, perhaps mirroring the complexity of instructor-led online learning environments. Regarding discussion board performance, presenting students with a rubric tended to yield higher scores on most aspects that is, on overall performance, as well as depth and breadth of performance, though these differences were not significant. In contrast, instructor prompts tended to yield lower scores on aspects of discussion board performance. On breadth, in fact, this main effect difference was significant. Interactions also indicated significant differences on several aspects of discussion board performance, in most cases indicating that the combination of rubric and prompt was detrimental to scores. The learning performance on the quiz showed, again, the effectiveness of rubrics, with students who received the rubric earning significantly higher scores, and with no main effects or interactions for instructor prompts. Regarding student satisfaction, again, the picture is complicated. Results indicated that, in some instances, the integration of prompts resulted in lower satisfaction ratings, particularly in the areas of students' perceptions of the amount of work required, learning in the partially online format, and student-to-student interaction. Based on these results, design considerations to support rubric use and explicit feedback in asynchronous discussions to support student learning are proposed.
ContributorsGiacumo, Lisa (Author) / Savenye, Wilhelmina (Thesis advisor) / Nelson, Brian (Committee member) / Legacy, Jane (Committee member) / Bitter, Gary (Committee member) / Arizona State University (Publisher)
Created2012
Description
This study investigated the effects of concurrent audio and equivalent onscreen text on the ability of learners of English as a foreign language (EFL) to form associations between textual and aural forms of target vocabulary words. The study also looked at the effects of learner control over an audio sequence on the association of textual and aural forms of target words. Attitudes towards experimental treatments and reported level of cognitive load were also examined in the context of a computer-based multimedia instructional program. A total of 200 college students took part in the study. Participants were randomly assigned to experimental conditions in a 2 x 3 factorial design with level of learner control (learner-controlled vs. not-learner-controlled) and format of presentation of information (audio + no text vs. audio + full text vs. audio + keyword text) as factors. The subjects completed a pretest, a posttest, cognitive load questions, and an attitude questionnaire. The results revealed the following findings: (a) groups in the audio + keyword text conditions outperformed those in the audio + no text and audio + full text conditions on text-sound association, (b) within the audio + keyword text conditions, the learner-controlled group outperformed the not-learner-controlled group on text-sound association, (c) within the learner-controlled conditions, the audio + keyword group outperformed the audio + no text and audio + full text groups on text-sound association, (d) a redundancy effect was not found for any treatment condition, and (e) overall, participants had positive attitudes towards the treatments. Implications, limitations, and future directions are discussed within the frameworks of cognitive load theory and cognitive theory of multimedia learning.
ContributorsEnciso Bernal, Ana Maria (Author) / Nelson, Brian C. (Thesis advisor) / Savenye, Wilhelmina (Committee member) / Atkinson, Robert K. (Committee member) / Arizona State University (Publisher)
Created2014
Description
The overall purpose of this study was to explore the dynamics of teaching and learning in the context of an informal, online discussion forum. This investigation utilized the Community of Inquiry (CoI) elements of Teaching Presence and Social Presence along with the construct of Learning Presence to examine Adobe® Forums, Photoshop® for Beginners Forum (PfBF) an internet discussion forum designed to provide support for beginning users of Adobe Photoshop. The researcher collected four days of discussion post data comprising 62 discussion threads for a total of 202 discussion posts. During this initial pilot analysis, the discussion threads were divided into posts created by members who were deemed to be acting as teachers and posts written by members acting as learners. Three analyses were conducted. First, a pilot analysis was conducted where the researcher divided the data in half and coded 31 discussion threads and a total of 142 discussion posts with the Teaching Presence, Social Presence and Learning Presence coding schemes. Second, a reliability analysis was conducted to determine the interrater reliability of the coding schemes. For this analysis two additional coders were recruited, trained and coded a small subsample of data (4 discussion threads for a total of 29 discussion posts) using the same three coding schemes. Third, a final analysis was conducted where the researcher coded and analyzed 134 discussion posts created by 24 teachers using the Teaching Presence coding scheme. At the conclusion of the final analysis, it was determined that eighteen percent (18%) of the data could not be coded using the Teaching Presence coding scheme. However, this data were observed to contain behavioral indicators of Social Presence. Consequently, the Social Presence coding scheme was used to code and analyze the remaining data. The results of this study revealed that forum members who interact on PfBF do indeed exhibit Teaching Presence behaviors. Direct Instruction was the largest category of Teaching Presence behaviors exhibited, over and above Facilitating Discussion and Design and Organization. It was also observed that forum members serving in the role of teachers exhibit behaviors of Social Presence alongside Teaching Presence behaviors.
ContributorsWilliams, Indi Marie (Author) / Gee, Elizabeth (Thesis advisor) / Olaniran, Bolanle (Committee member) / Nelson, Brian (Committee member) / Arizona State University (Publisher)
Created2014
Description
The problem under investigation was to determine if a specific outline-style learning guide, called a Learning Agenda (LA), can improve a college algebra learning environment and if learner control can reduce the cognitive effort associated with note-taking in this instance. The 192 participants were volunteers from 47 different college algebra and pre-calculus classes at a community college in the southwestern United States. The approximate demographics of this college as of the academic year 2016 – 2017 are as follows: 53% women, 47% men; 61% ages 24 and under, 39% 25 and over; 43% Hispanic/Latino, 40% White, 7% other. Participants listened to an approximately 9-minute video lecture on solving a logarithmic equation. There were four dependent variables: encoding as measured by a posttest – pretest difference, perceived cognitive effort, attitude, and notes-quality/quantity. The perceived cognitive effort was measured by a self-reported questionnaire. The attitude was measured by an attitude survey. The note-quality/quantity measure included three sub-measures: expected mathematical expressions, expected phrases, and a total word count. There were two independent factors: note-taking method and learner control. The note-taking method had three levels: the Learning Agenda (LA), unguided note-taking (Usual), and no notes taken. The learner control factor had two levels: pausing allowed and pausing not allowed. The LA resulted in significantly improved notes on all three sub-measures (adjusted R2 = .298). There was a significant main effect of learner control on perceived cognitive effort with higher perceived cognitive effort occurring when pausing was not allowed and notes were taken. There was a significant interaction effect of the two factors on the attitude survey measure. The trend toward an improved attitude in both of the note-taking levels of the note-taking factor when pause was allowed was reversed in the no notes level when pausing was allowed. While significant encoding did occur as measured by the posttest – pretest difference (Cohen’s d = 1.81), this measure did not reliably vary across the levels of either the note-taking method factor or the learner control factor in this study. Interpretations were in terms of cognitive load management, split-attention, instructional design, and note-taking as a sense-making opportunity.
ContributorsTarr, Julie Charlotte (Author) / Nelson, Brian (Thesis advisor) / Atkinson, Robert (Committee member) / Savenye, Wilhelmina (Committee member) / Arizona State University (Publisher)
Created2018
Description
The purpose of this study was to investigate the effects of static pedagogical agents (included and excluded) and gamification practice (included and excluded) on vocabulary acquisition and perceptions of cognitive load by junior high students who studied Navajo
language via computer-based instructional program. A total of 153 students attending a junior high school in the southwestern United States were the participants for this study. Prior to the beginning of the study, students were randomly assigned to one of four
treatment groups who used a Navajo language computer-based program that contained a combination of static pedagogical agent (included and excluded) and gamification practice (included and excluded). There were two criterion measures in this study, a
vocabulary acquisition posttest and a survey designed both to measure students’ attitudes toward the program and to measure cognitive load. Anecdotal observations of students’ interactions were also examined.
Results indicated that there were no significant differences in posttest scores among treatment conditions; students were, however, generally successful in learning the Navajo vocabulary terms. Participants also reported positive attitudes toward the Navajo
language content and gamification practice and expressed a desire to see additional content and games during activities of this type. These findings provide evidence of the impact that computer-based training may have in teaching students an indigenous second
language. Furthermore, students seem to enjoy this type of language learning program. Many also indicated that, while static agent was not mentioned, gamification practice may enhance students’ attitudes in such instruction and is an area for future research.
Language learning programs could include a variety of gamification practice activities to assist student to learn new vocabulary. Further research is needed to study motivation and cognitive load in Navajo language computer-based training.
language via computer-based instructional program. A total of 153 students attending a junior high school in the southwestern United States were the participants for this study. Prior to the beginning of the study, students were randomly assigned to one of four
treatment groups who used a Navajo language computer-based program that contained a combination of static pedagogical agent (included and excluded) and gamification practice (included and excluded). There were two criterion measures in this study, a
vocabulary acquisition posttest and a survey designed both to measure students’ attitudes toward the program and to measure cognitive load. Anecdotal observations of students’ interactions were also examined.
Results indicated that there were no significant differences in posttest scores among treatment conditions; students were, however, generally successful in learning the Navajo vocabulary terms. Participants also reported positive attitudes toward the Navajo
language content and gamification practice and expressed a desire to see additional content and games during activities of this type. These findings provide evidence of the impact that computer-based training may have in teaching students an indigenous second
language. Furthermore, students seem to enjoy this type of language learning program. Many also indicated that, while static agent was not mentioned, gamification practice may enhance students’ attitudes in such instruction and is an area for future research.
Language learning programs could include a variety of gamification practice activities to assist student to learn new vocabulary. Further research is needed to study motivation and cognitive load in Navajo language computer-based training.
ContributorsShurley, Kenneth Alessandro (Author) / Savenye, Wilhelmina C (Thesis advisor) / Atkinson, Robert (Committee member) / Nelson, Brian (Committee member) / Arizona State University (Publisher)
Created2018
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
The purpose of this study was to investigate the use of the design characteristics component of the Jeffries/National League for Nursing Framework for Designing, Implementing, and Evaluating Simulations when developing a simulation-based approach to teaching structured communication to new graduate nurses. The setting for the study was a medium sized tertiary care hospital located in the southwestern United States. Participants in the study were an instructional designer (who also served as the researcher), two graduate nursing education specialists, one unit based educator, and 27 new graduate nurses and registered nurses who had been in practice for less than six months. Design and development research was employed to examine the processes used to design the simulation, implementation of the simulation by faculty, and course evaluation data from both students and faculty. Data collected from the designer, faculty and student participants were analyzed for evidence on how the design characteristics informed the design and implementation of the course, student achievement of course goals, as well as student and faculty evaluation of the course. These data were used to identify the strengths and weaknesses of the model in this context as well as suggestions for strengthening the model. Findings revealed that the model generally functioned well in this context. Particular strengths of the model were its emphasis on problem-solving and recommendations for attending to fidelity of clinical scenarios. Weaknesses of the model were inadequate guidance for designing student preparation, student support, and debriefing. Additionally, the model does not address the role of observers or others who are not assigned the role of primary nurse during simulations. Recommendations for strengthening the model include addressing these weaknesses by incorporating existing evidence in the instructional design of experiential learning and by scaffolding students during problem-solving. The results of the study also suggested interrelationships among the design characteristics that were not previously described; further exploration of this finding may strengthen the model. Faculty and instructional designers creating clinical simulations in this context would benefit from using the Jeffries/National League for Nursing Model, adding external resources to supplement in areas where the model does not currently provide adequate guidance.
ContributorsWilson, Rebecca D (Author) / Klein, James D. (Thesis advisor) / Hagler, Debra (Committee member) / Savenye, Wilhelmina (Committee member) / Arizona State University (Publisher)
Created2011
Description
Social media platforms have emerged as leading communication channels for social interaction and information sharing in the early part of the 21st century. In an ideal world, social media users should feel that they can interpret the social interactions they witness and the information that is shared on social media platforms as inherently honest and truthful; however, reality is very different. Social media platforms have become vehicles capable of spreading misinformation quickly and broadly. Information literacy offers a pathway for mitigating the negative consequences of misinformation found within various forms of content provided that instruction is contextually defined and applicable to the current information environment. A cognitive framework was used to help facilitate greater efficiency of learning information literacy practices.
The purpose of this study was to investigate the relationships between cognitive engagement and learning performance on an instructional module about misinformation on social media. A total of 133 undergraduate students participated in the study. They were surveyed for demographic characteristics, social media activity, and self-efficacy before being randomly assigned to one of four instructional conditions (passive, active, constructive, control). Additional measures included a pre-test, post-test and an instrument measuring users’ satisfaction with their instructional experience.
The study produced several statistically significant differences: (a) in the ability of demographic factors encompassing age, gender and years in college to predict the prior knowledge of misinformation on social media; (b) between the means of the three treatment and one control groups and their scores on the post-test assessment controlling for prior knowledge; and (c) between the means of the three treatment and one control groups and time necessary to complete instruction. Using a regression analysis, no significant differences were found with respect to information-focused self-efficacy factors being able to predict prior knowledge of misinformation on social media. The findings from this study can contribute to the basis of support for the use of the Interactive, Constructive, Active, Passive (ICAP) framework in assessing the use of cognitive engagement in designing instruction.
The purpose of this study was to investigate the relationships between cognitive engagement and learning performance on an instructional module about misinformation on social media. A total of 133 undergraduate students participated in the study. They were surveyed for demographic characteristics, social media activity, and self-efficacy before being randomly assigned to one of four instructional conditions (passive, active, constructive, control). Additional measures included a pre-test, post-test and an instrument measuring users’ satisfaction with their instructional experience.
The study produced several statistically significant differences: (a) in the ability of demographic factors encompassing age, gender and years in college to predict the prior knowledge of misinformation on social media; (b) between the means of the three treatment and one control groups and their scores on the post-test assessment controlling for prior knowledge; and (c) between the means of the three treatment and one control groups and time necessary to complete instruction. Using a regression analysis, no significant differences were found with respect to information-focused self-efficacy factors being able to predict prior knowledge of misinformation on social media. The findings from this study can contribute to the basis of support for the use of the Interactive, Constructive, Active, Passive (ICAP) framework in assessing the use of cognitive engagement in designing instruction.
ContributorsMartinez, Tome Raymond (Author) / Atkinson, Robert (Thesis advisor) / Zuiker, Steven (Thesis advisor) / Savenye, Wilhelmina (Committee member) / Arizona State University (Publisher)
Created2019
Description
Research suggests there is no significant difference in outcomes for online learners and on-campus learners. Several decades of online learning have also consistently demonstrated online students are less likely to persist than those students attending on campus. The Community of Inquiry (CoI) framework describes social presence, teaching presence, and cognitive presence as components of a quality online learning experience, and research links these three constructs to student retention. Using the lens of the CoI framework, this mixed methods action research study sought to increase social presence and teaching presence in asynchronous online courses at Davenport University using embedded video feedback mechanisms, in support of student persistence and retention. The Community of Inquiry survey instrument was used to quantitatively measure the changes in social presence and teaching presence between courses with and without the video feedback mechanisms. Qualitative research interviews were conducted to probe for meaning and a greater understanding of both student and instructor experiences in the courses. Results of the study indicated small but significant gains in teaching presence, but other quantitative measures showed no changes with the introduction of the videos. Qualitative analysis suggests that students who watched the instructor videos reported higher levels of teaching presence for several subconstructs of teaching presence and social presence. However, the qualitative analysis also suggested that many students did not watch the instructor videos, and thus did not benefit from any increased presence. Student discussion response videos yielded similar results qualitatively, with benefits demonstrated by those students who watched the videos but none by those who abstained.
ContributorsMiller, Brian John-Suydam (Author) / Salik, Steve (Thesis advisor) / Nelson, Brian (Committee member) / Nyambane, Gerald (Committee member) / Arizona State University (Publisher)
Created2022