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- Genre: Masters Thesis
Description
Dimensionality assessment is an important component of evaluating item response data. Existing approaches to evaluating common assumptions of unidimensionality, such as DIMTEST (Nandakumar & Stout, 1993; Stout, 1987; Stout, Froelich, & Gao, 2001), have been shown to work well under large-scale assessment conditions (e.g., large sample sizes and item pools; see e.g., Froelich & Habing, 2007). It remains to be seen how such procedures perform in the context of small-scale assessments characterized by relatively small sample sizes and/or short tests. The fact that some procedures come with minimum allowable values for characteristics of the data, such as the number of items, may even render them unusable for some small-scale assessments. Other measures designed to assess dimensionality do not come with such limitations and, as such, may perform better under conditions that do not lend themselves to evaluation via statistics that rely on asymptotic theory. The current work aimed to evaluate the performance of one such metric, the standardized generalized dimensionality discrepancy measure (SGDDM; Levy & Svetina, 2011; Levy, Xu, Yel, & Svetina, 2012), under both large- and small-scale testing conditions. A Monte Carlo study was conducted to compare the performance of DIMTEST and the SGDDM statistic in terms of evaluating assumptions of unidimensionality in item response data under a variety of conditions, with an emphasis on the examination of these procedures in small-scale assessments. Similar to previous research, increases in either test length or sample size resulted in increased power. The DIMTEST procedure appeared to be a conservative test of the null hypothesis of unidimensionality. The SGDDM statistic exhibited rejection rates near the nominal rate of .05 under unidimensional conditions, though the reliability of these results may have been less than optimal due to high sampling variability resulting from a relatively limited number of replications. Power values were at or near 1.0 for many of the multidimensional conditions. It was only when the sample size was reduced to N = 100 that the two approaches diverged in performance. Results suggested that both procedures may be appropriate for sample sizes as low as N = 250 and tests as short as J = 12 (SGDDM) or J = 19 (DIMTEST). When used as a diagnostic tool, SGDDM may be appropriate with as few as N = 100 cases combined with J = 12 items. The study was somewhat limited in that it did not include any complex factorial designs, nor were the strength of item discrimination parameters or correlation between factors manipulated. It is recommended that further research be conducted with the inclusion of these factors, as well as an increase in the number of replications when using the SGDDM procedure.
ContributorsReichenberg, Ray E (Author) / Levy, Roy (Thesis advisor) / Thompson, Marilyn S. (Thesis advisor) / Green, Samuel B. (Committee member) / Arizona State University (Publisher)
Created2013
Description
This research contributes to emergent body of knowledge regarding the understanding of relationship between visual elements and E-learning outcomes. Visual images and texts are the main visual elements within the study.
A literature review was conducted on E-learning situations, and a discussion on the role of visual elements in E-learning. Data collection was also conducted by way of a test, which randomly placed participants into three groups and assigned them to three different E-learning courses. The texts for the three courses were the same font, but the first course had text only, the second course had text and "bad" images, and the third one had text and "good" images. Every time participants finished a short course, they were requested to do a short quiz based on what they had learned. In addition, every participant needed to do a survey based on his or her E-learning experience. Research data was finally collected through the test scores and surveys.
Key findings of this research are: (1) The combination of text and "good" image materials in E-learning can greatly enhance the learning outcomes; (2) the "good" images in learning materials can add to the value of the text content as well as improve the satisfactory level of learners in E-learning; (3) "bad" images do not enhance E-learning outcomes; and (4) E-learners will spend a longer time to complete learning materials containing images, no matter how good or "bad" the images are.
A literature review was conducted on E-learning situations, and a discussion on the role of visual elements in E-learning. Data collection was also conducted by way of a test, which randomly placed participants into three groups and assigned them to three different E-learning courses. The texts for the three courses were the same font, but the first course had text only, the second course had text and "bad" images, and the third one had text and "good" images. Every time participants finished a short course, they were requested to do a short quiz based on what they had learned. In addition, every participant needed to do a survey based on his or her E-learning experience. Research data was finally collected through the test scores and surveys.
Key findings of this research are: (1) The combination of text and "good" image materials in E-learning can greatly enhance the learning outcomes; (2) the "good" images in learning materials can add to the value of the text content as well as improve the satisfactory level of learners in E-learning; (3) "bad" images do not enhance E-learning outcomes; and (4) E-learners will spend a longer time to complete learning materials containing images, no matter how good or "bad" the images are.
ContributorsWang, Yanfei (Author) / Giard, Jacques (Thesis advisor) / Fehler, Michelle (Committee member) / Faria, Rowan De (Committee member) / Arizona State University (Publisher)
Created2015
Description
Institutions of higher education often tout that they are developing students to become lifelong learners. Evaluative efforts in this area have been presumably hindered by the lack of a uniform conceptualization of lifelong learning. Lifelong learning has been defined from institutional, economic, socio-cultural, and pedagogical perspectives, among others. This study presents the existing operational definitions and theories of lifelong learning in the context of higher education and synthesizes them to propose a unified model of college students' orientation toward lifelong learning. The model theorizes that orientation toward lifelong learning is a latent construct which manifests as students' likelihood to engage in four types of learning activities: formal work-related activities, informal work-related activities, formal personal interest activities, and informal personal interest activities. The Postsecondary Orientation toward Lifelong Learning scale (POLL) was developed and the validity of the resulting score interpretations was examined. The instrument was used to compare potential differences in orientation toward lifelong learning between freshmen and seniors. Exploratory factor analyses of the responses of 138 undergraduate college students in the pilot study data provided tentative support for the factor structure within each type of learning activity. Guttman's <λ>λ2 estimates of the learning activity subscales ranged from .78 to .85. Follow-up confirmatory factor analysis using structural equation modeling did not corroborate support for the hypothesized four-factor model using the main student sample data of 405 undergraduate students. Several alternative reflective factor structures were explored. A two-factor model representing factors for Instructing/Presenting and Reading learning activities produced marginal model-data fit and warrants further investigation. The summed POLL total scores had a relatively strong positive correlation with global interest in learning (.58), moderate positive correlations with civic engagement and participation (.38) and life satisfaction (.29), and a small positive correlation with social desirability (.15). The results of the main study do not provide support for the malleability of postsecondary students' orientation toward lifelong learning, as measured by the summed POLL scores. The difference between freshmen and seniors' average total POLL scores was not statistically significant and was negligible in size.
ContributorsArcuria, Phil (Author) / Thompson, Marilyn (Thesis advisor) / Green, Samuel (Committee member) / Levy, Roy (Committee member) / Arizona State University (Publisher)
Created2011
Description
ABSTRACT This study investigated the possibility of item parameter drift (IPD) in a calculus placement examination administered to approximately 3,000 students at a large university in the United States. A single form of the exam was administered continuously for a period of two years, possibly allowing later examinees to have prior knowledge of specific items on the exam. An analysis of IPD was conducted to explore evidence of possible item exposure. Two assumptions concerning items exposure were made: 1) item recall and item exposure are positively correlated, and 2) item exposure results in the items becoming easier over time. Special consideration was given to two contextual item characteristics: 1) item location within the test, specifically items at the beginning and end of the exam, and 2) the use of an associated diagram. The hypotheses stated that these item characteristics would make the items easier to recall and, therefore, more likely to be exposed, resulting in item drift. BILOG-MG 3 was used to calibrate the items and assess for IPD. No evidence was found to support the hypotheses that the items located at the beginning of the test or with an associated diagram drifted as a result of item exposure. Three items among the last ten on the exam drifted significantly and became easier, consistent with item exposure. However, in this study, the possible effects of item exposure could not be separated from the effects of other potential factors such as speededness, curriculum changes, better test preparation on the part of subsequent examinees, or guessing.
ContributorsKrause, Janet (Author) / Levy, Roy (Thesis advisor) / Thompson, Marilyn (Thesis advisor) / Gorin, Joanna (Committee member) / Arizona State University (Publisher)
Created2012
Modeling motivation: examining the structural validity of the Sport Motivation Scale-6 among runners
Description
Two models of motivation are prevalent in the literature on sport and exercise participation (Deci & Ryan, 1991; Vallerand, 1997, 2000). Both models are grounded in self-determination theory (Deci & Ryan, 1985; Ryan & Deci, 2000) and consider the relationship between intrinsic, extrinsic, and amotivation in explaining behavior choice and outcomes. Both models articulate the relationship between need satisfaction (i.e., autonomy, competence, relatedness; Deci & Ryan, 1985, 2000; Ryan & Deci, 2000) and various cognitive, affective, and behavioral outcomes as a function of self-determined motivation. Despite these comprehensive models, inconsistencies remain between the theories and their practical applications. The purpose of my study was to examine alternative theoretical models of intrinsic, extrinsic, and amotivation using the Sport Motivation Scale-6 (SMS-6; Mallett et al., 2007) to more thoroughly study the structure of motivation and the practical utility of using such a scale to measure motivation among runners. Confirmatory factor analysis was used to evaluate eight alternative models. After finding unsatisfactory fit of these models, exploratory factor analysis was conducted post hoc to further examine the measurement structure of motivation. A three-factor structure of general motivation, external accolades, and isolation/solitude explained motivation best, although high cross-loadings of items suggest the structure of this construct still lacks clarity. Future directions to modify item content and re-examine structure as well as limitations of this study are discussed.
ContributorsKube, Erin (Author) / Thompson, Marilyn (Thesis advisor) / Tracey, Terence (Thesis advisor) / Green, Samuel (Committee member) / Arizona State University (Publisher)
Created2012
Description
The existing minima for sample size and test length recommendations for DIMTEST (750 examinees and 25 items) are tied to features of the procedure that are no longer in use. The current version of DIMTEST uses a bootstrapping procedure to remove bias from the test statistic and is packaged with a conditional covariance-based procedure called ATFIND for partitioning test items. Key factors such as sample size, test length, test structure, the correlation between dimensions, and strength of dependence were manipulated in a Monte Carlo study to assess the effectiveness of the current version of DIMTEST with fewer examinees and items. In addition, the DETECT program was also used to partition test items; a second feature of this study also compared the structure of test partitions obtained with ATFIND and DETECT in a number of ways. With some exceptions, the performance of DIMTEST was quite conservative in unidimensional conditions. The performance of DIMTEST in multidimensional conditions depended on each of the manipulated factors, and did suggest that the minima of sample size and test length can be made lower for some conditions. In terms of partitioning test items in unidimensional conditions, DETECT tended to produce longer assessment subtests than ATFIND in turn yielding different test partitions. In multidimensional conditions, test partitions became more similar and were more accurate with increased sample size, for factorially simple data, greater strength of dependence, and a decreased correlation between dimensions. Recommendations for sample size and test length minima are provided along with suggestions for future research.
ContributorsFay, Derek (Author) / Levy, Roy (Thesis advisor) / Green, Samuel (Committee member) / Gorin, Joanna (Committee member) / Arizona State University (Publisher)
Created2012
Design and development of an immersive virtual reality team trainer for advance cardiac life support
Description
Technology in the modern day has ensured that learning of skills and behavior may be both widely disseminated and cheaply available. An example of this is the concept of virtual reality (VR) training. Virtual Reality training ensures that learning can be provided often, in a safe simulated setting, and it may be delivered in a manner that makes it engaging while negating the need to purchase special equipment. This thesis presents a case study in the form of a time critical, team based medical scenario known as Advanced Cardiac Life Support (ACLS). A framework and methodology associated with the design of a VR trainer for ACLS is detailed. In addition, in order to potentially provide an engaging experience, the simulator was designed to incorporate immersive elements and a multimodal interface (haptic, visual, and auditory). A study was conducted to test two primary hypotheses namely: a meaningful transfer of skill is achieved from virtual reality training to real world mock codes and the presence of immersive components in virtual reality leads to an increase in the performance gained. The participant pool consisted of 54 clinicians divided into 9 teams of 6 members each. The teams were categorized into three treatment groups: immersive VR (3 teams), minimally immersive VR (3 teams), and control (3 teams). The study was conducted in 4 phases from a real world mock code pretest to assess baselines to a 30 minute VR training session culminating in a final mock code to assess the performance change from the baseline. The minimally immersive team was treated as control for the immersive components. The teams were graded, in both VR and mock code sessions, using the evaluation metric used in real world mock codes. The study revealed that the immersive VR groups saw greater performance gain from pretest to posttest than the minimally immersive and control groups in case of the VFib/VTach scenario (~20% to ~5%). Also the immersive VR groups had a greater performance gain than the minimally immersive groups from the first to the final session of VFib/VTach (29% to -13%) and PEA (27% to 15%).
ContributorsVankipuram, Akshay (Author) / Li, Baoxin (Thesis advisor) / Burleson, Winslow (Committee member) / Kahol, Kanav (Committee member) / Arizona State University (Publisher)
Created2012
Description
The five-factor model of personality is a conceptual model for describing personality, and represents five traits which are theorized to interact with each other to form personality. The Big Five Questionnaire-Children (BFQ-C) was developed by Barbaranelli, Caprara, Rabasca and Pastorelli (2003) specifically to measure the five factor model in children. The original version was in Italian, but it has subsequently been translated and used in Dutch, German, and Spanish samples. Given that the BFQ-C has support in Europe, obtained in four different languages it seems promising as an assessment of personality for English speaking children and adolescents. The BFQ-C was translated into English utilizing translation and back translation in order to maintain a high conceptual equivalency. The current study utilizes principal components analysis in order to examine the structure of the English language translation of the BFQ-C in a sample of American adolescents. Results indicate that in contrast to the Italian study, findings from this study suggest a six component solution as the most effective interpretation of the data.
ContributorsGaio, Vanesa M (Author) / Caterino, Linda C (Thesis advisor) / Thompson, Marilyn (Committee member) / Miller, Paul A. (Committee member) / Arizona State University (Publisher)
Created2012
Description
Education through field exploration is fundamental in geoscience. But not all students enjoy equal access to field-based learning because of time, cost, distance, ability, and safety constraints. At the same time, technological advances afford ever more immersive, rich, and student-centered virtual field experiences. Virtual field trips may be the only practical options for most students to explore pedagogically rich but inaccessible places. A mixed-methods research project was conducted on an introductory and an advanced geology class to explore the implications of learning outcomes of in-person and virtual field-based instruction at Grand Canyon National Park. The study incorporated the Great Unconformity in the Grand Canyon, a 1.2 billion year break in the rock record; the Trail of Time, an interpretive walking timeline; and two immersive, interactive virtual field trips (iVFTs). The in-person field trip (ipFT) groups collectively explored the canyon and took an instructor-guided inquiry hike along the interpretive Trail of Time from rim level, while iVFT students individually explored the canyon and took a guided-inquiry virtual tour of Grand Canyon geology from river level. High-resolution 360° spherical images anchor the iVFTs and serve as a framework for programmed overlays that enable interactivity and allow the iVFT to provide feedback in response to student actions. Students in both modalities received pre- and post-trip Positive and Negative Affect Schedules (PANAS). The iVFT students recorded pre- to post-trip increases in positive affect (PA) scores and decreases in negative (NA) affect scores, representing an affective state conducive to learning. Pre- to post-trip mean scores on concept sketches used to assess visualization and geological knowledge increased for both classes and modalities. However, the iVFT pre- to post-trip increases were three times greater (statistically significant) than the ipFT gains. Both iVFT and ipFT students scored 92-98% on guided-inquiry worksheets completed during the trips, signifying both met learning outcomes. Virtual field trips do not trump traditional in-person field work, but they can meet and/or exceed similar learning objectives and may replace an inaccessible or impractical in-person field trip.
ContributorsRuberto, Thomas (Author) / Semken, Steve (Thesis advisor) / Anbar, Ariel (Committee member) / Brownell, Sara (Committee member) / Arizona State University (Publisher)
Created2018
Description
Much research has been conducted regarding the current state of public education within the United States. Very little of that research bodes well for the system’s current circumstances or for the direction our system is headed. The debate stems around two opposing ideologies. One believes that there needs to be more accountability via high-stakes testing and the continuum of the status quo that the country has maintained for centuries, regardless of the effect it may be having on the students’ well-being. While the opposing view sees high-stakes testing as a contributing factor to the seemingly unproductive, chaotic, and even harmful conundrum of bias and hegemony that shows a positive correlation of deleterious effects to student well-being. Although this paper references the research of highly esteemed scholars, it asserts that the voices of those that are most relegated to that of undervalued and ignored are precisely the voices that need to be gleaned most relevant. This paper’s purpose is to hear what the ‘experts’ in the field of education, the students themselves, have to say.
ContributorsKhaleesi, Casey (Author) / Swadener, Elizabeth (Thesis advisor) / Bertrand, Melanie (Committee member) / Broberg, Gregory (Committee member) / Arizona State University (Publisher)
Created2018