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- Genre: Interactive multimedia--Psychological aspects.
- Genre: Art--Study and teaching (Secondary)--Arizona.
- Creators: Arizona State University
Description
Many alternative schools for at-risk students do not offer art classes to their students. Phoenix Job Corps is one of those schools. I conducted a qualitative study about a voluntary summer art course at Phoenix Job Corps, a vocational school for at-risk students. I had thirteen student volunteers, eight of them refugees from other countries. All the participants created a narrative painting about something in their lives. The purpose of this study was to examine this voluntary summer art course and to determine its usefulness as a beneficial tool to the lives of the students. This included looking at participants' narrative paintings to determine common themes or subjects, finding out their opinions on whether or not their school should offer an art course, their willingness to share their stories, determining whether they think it's important for others to see their work, and lastly concluding what artwork they like best and why. I found that the majority of students do want an art class offered at their schools, and all but one participant was more than willing to share their story about their narrative painting. Common themes amongst their paintings were family, a specific memory or event, or their present and future lives. I found similar subject matter in their paintings such as animals, houses or huts, and people. My research also unveiled a large difference in the refugee students' paintings as opposed to the other United States participants. The findings also suggest that participants judged other work based on meaning more so than aesthetics. This study explores, in detail, the narrative art and experiences of a very diverse group of students.
ContributorsSchaller, Kimberly (Author) / Young, Bernard (Thesis advisor) / Erickson, Mary (Committee member) / Stokrocki, Mary (Committee member) / Arizona State University (Publisher)
Created2012
Description
The current study investigated how multimedia pacing (learner-control versus system-paced) and presentation styles (visual-only versus audio/visual) impact learning physics concept material, mental effort, and self-efficacy. This 2X2 factorial study randomly assigned participants into one of four conditions that manipulated presentation style (visual-only versus audio/visual) and pacing of the content (system-paced versus learning-controlled). Participant's learning was measured by recording their retention of information and ability to transfer information. Measures of perceived difficulty (mental effort) and perceived ability (self-efficacy) were also obtained. No significant effects were observed in this study which doesn’t support the existence of either the modality or reverse modality effect at least in these noisier online learning environments. In addition, the hypothesis that their effects could be an artifact of experimental design could not be proven as the learner control condition did not yield any significant results.
ContributorsKrause, Tyler (Author) / Craig, Scotty D. (Thesis advisor) / Gray, Robert (Committee member) / Branaghan, Russell (Committee member) / Arizona State University (Publisher)
Created2018
Description
The purpose of this study was to investigate the impacts of three types of instructional presentation methods on learning, efficiency, cognitive load, and learner attitude. A total of 67 employees of a large southwestern university working in the field of research administration were randomly assigned to one of three conditions. Each condition presented instructional materials using a different method, namely dynamic integrated, dynamic non-integrated, or non-dynamic non-integrated. Participants completed a short survey, pre-test, cognitive load questions, learner attitude questions, and a post-test during their experience. The results reveal that users of the dynamic integrated condition treatment showed significant improvement in both learning and efficiency. The dynamic non-integrated participants had a faster mean time to complete an assigned task, however, they also had significantly lower average test scores. There were no other significant findings in terms of cognitive load or learner attitude. Limitations, implications and future studies are discussed.
ContributorsBrown, Andrew (Author) / Nelson, Brian (Thesis advisor) / Savenye, Wilhelmina (Committee member) / Atkinson, Robert (Committee member) / Arizona State University (Publisher)
Created2016