Matching Items (11)
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- Genre: Interactive multimedia
- Genre: Art--Study and teaching--Study and teaching (Higher)
- Genre: Art--Study and teaching--Technological innovations.
- Creators: Arizona State University
![150051-Thumbnail Image.png](https://d1rbsgppyrdqq4.cloudfront.net/s3fs-public/styles/width_400/public/2021-08/150051-Thumbnail%20Image.png?versionId=bXR8rDycIRKIl9qs8JVxbcuwM21YzQcE&X-Amz-Content-Sha256=UNSIGNED-PAYLOAD&X-Amz-Algorithm=AWS4-HMAC-SHA256&X-Amz-Credential=AKIASBVQ3ZQ42ZLA5CUJ/20240530/us-west-2/s3/aws4_request&X-Amz-Date=20240530T153631Z&X-Amz-SignedHeaders=host&X-Amz-Expires=120&X-Amz-Signature=1d44fae01ccc0c94c9dfc7799c03fd18f4925d2aabd00099f5a3def1f5be421c&itok=X4lab-ba)
Description
The purpose of this study was to investigate the impacts of visual cues and different types of self-explanation prompts on learning, cognitive load and intrinsic motivation, as well as the potential interaction between the two factors in a multimedia environment that was designed to deliver a computer-based lesson about the human cardiovascular system. A total of 126 college students were randomly assigned in equal numbers (N = 21) to one of the six experimental conditions in a 2 X 3 factorial design with visual cueing (visual cues vs. no cues) and type of self-explanation prompts (prediction prompts vs. reflection prompts vs. no prompts) as the between-subjects factors. They completed a pretest, subjective cognitive load questions, intrinsic motivation questions, and a posttest during the course of the experience. A subsample (49 out of 126) of the participants' eye movements were tracked by an eye tracker. The results revealed that (a) participants presented with visually cued animations had significantly higher learning outcome scores than their peers who viewed uncued animations; and (b) cognitive load and intrinsic motivation had different impacts on learning in multimedia due to the moderation effect of visual cueing. There were no other significant findings in terms of learning outcomes, cognitive load, intrinsic motivation, and eye movements. Limitations, implications and future directions are discussed within the framework of cognitive load theory, cognitive theory of multimedia learning and cognitive-affective theory of learning with media.
ContributorsLin, Lijia (Author) / Atkinson, Robert (Thesis advisor) / Nelson, Brian (Committee member) / Savenye, Wilhelmina (Committee member) / Arizona State University (Publisher)
Created2011
![152024-Thumbnail Image.png](https://d1rbsgppyrdqq4.cloudfront.net/s3fs-public/styles/width_400/public/2021-08/152024-Thumbnail%20Image.png?versionId=ue_8yOk9FTigriRlEmAXMWhMe6eGS2DC&X-Amz-Content-Sha256=UNSIGNED-PAYLOAD&X-Amz-Algorithm=AWS4-HMAC-SHA256&X-Amz-Credential=AKIASBVQ3ZQ42ZLA5CUJ/20240604/us-west-2/s3/aws4_request&X-Amz-Date=20240604T143150Z&X-Amz-SignedHeaders=host&X-Amz-Expires=120&X-Amz-Signature=c94935a210ecd25bd5c250c50ee89ed32caca3710b98f06080f80ba71fe1f44b&itok=JIKmUf6w)
Description
Achievement of many long-term goals requires sustained practice over long durations. Examples include goals related to areas of high personal and societal benefit, such as physical fitness, which requires a practice of frequent exercise; self-education, which requires a practice of frequent study; or personal productivity, which requires a practice of performing work. Maintaining these practices can be difficult, because even though obvious benefits come with achieving these goals, an individual's willpower may not always be sufficient to sustain the required effort. This dissertation advocates addressing this problem by designing novel interfaces that provide people with new practices that are fun and enjoyable, thereby reducing the need for users to draw upon willpower when pursuing these long-term goals. To draw volitional usage, these practice-oriented interfaces can integrate key characteristics of existing activities, such as music-making and other hobbies, that are already known to draw voluntary participation over long durations. This dissertation makes several key contributions to provide designers with the necessary tools to create practice-oriented interfaces. First, it consolidates and synthesizes key ideas from fields such as activity theory, self-determination theory, HCI design, and serious leisure. It also provides a new conceptual framework consisting of heuristics for designing systems that draw new users, plus heuristics for making systems that will continue drawing usage from existing users over time. These heuristics serve as a collection of useful ideas to consider when analyzing or designing systems, and this dissertation postulates that if designers build these characteristics into their products, the resulting systems will draw more volitional usage. To demonstrate the framework's usefulness as an analytical tool, it is applied as a set of analytical lenses upon three previously-existing experiential media systems. To demonstrate its usefulness as a design tool, the framework is used as a guide in the development of an experiential media system called pdMusic. This system is installed at public events for user studies, and the study results provide qualitative support for many framework heuristics. Lastly, this dissertation makes recommendations to scholars and designers on potential future ways to examine the topic of volitional usage.
ContributorsWallis, Isaac (Author) / Ingalls, Todd (Thesis advisor) / Coleman, Grisha (Committee member) / Sundaram, Hari (Committee member) / Arizona State University (Publisher)
Created2013
![149339-Thumbnail Image.png](https://d1rbsgppyrdqq4.cloudfront.net/s3fs-public/styles/width_400/public/2021-08/149339-Thumbnail%20Image.png?versionId=OwxQsBE56QtHnRoTBpwfD0r9ovXC.0iV&X-Amz-Content-Sha256=UNSIGNED-PAYLOAD&X-Amz-Algorithm=AWS4-HMAC-SHA256&X-Amz-Credential=AKIASBVQ3ZQ42ZLA5CUJ/20240605/us-west-2/s3/aws4_request&X-Amz-Date=20240605T043312Z&X-Amz-SignedHeaders=host&X-Amz-Expires=120&X-Amz-Signature=f745c3fa6a96c3ef85334b417cdbbbc174145771580246e2902f7a042c222469&itok=KJT6FREY)
Description
The purpose of this experimental study was to investigate the effects of textual and visual annotations on Spanish listening comprehension and vocabulary acquisition in the context of an online multimedia listening activity. 95 students who were enrolled in different sections of first year Spanish classes at a community college and a large southwestern university were randomly assigned to one of four versions of an online multimedia listening activity that contained textual and visual annotations of several key words. Students then took a comprehension and vocabulary posttest and a survey to measure cognitive load and general attitudes towards the program. Results indicated that textual annotations had a significant positive effect on listening comprehension and that visual annotations had a significant positive effect on how successful students felt. No statistically significant differences were found for other variables. Participants also reported positive attitudes towards vocabulary annotations and expressed a desire to see more annotations during multimedia listening activities of this type. These findings provide further evidence of the impact that multimedia may have on language acquisition. These findings have implications for multimedia design and for future research. Language listening activities should include a variety of vocabulary annotations that may help students to understand what they hear and to help them learn new vocabulary. Further research is needed outside of the laboratory, in the online and increasingly-mobile language learning environment in order to align the research with the environment in which many students currently study. The incorporation of motivation into multimedia learning theory and cognitive load should be explored, as well as new measures of cognitive load.
ContributorsCottam, Michael Evan (Author) / Savenye, Wilhelmina (Thesis advisor) / Klein, James D. (Committee member) / Atkinson, Robert (Committee member) / Arizona State University (Publisher)
Created2010
![156676-Thumbnail Image.png](https://d1rbsgppyrdqq4.cloudfront.net/s3fs-public/styles/width_400/public/2021-09/156676-Thumbnail%20Image.png?versionId=jPTkOcxyAhVHD68pL5r6ibBQW33ZTvzP&X-Amz-Content-Sha256=UNSIGNED-PAYLOAD&X-Amz-Algorithm=AWS4-HMAC-SHA256&X-Amz-Credential=AKIASBVQ3ZQ42ZLA5CUJ/20240605/us-west-2/s3/aws4_request&X-Amz-Date=20240605T050744Z&X-Amz-SignedHeaders=host&X-Amz-Expires=120&X-Amz-Signature=c07d59cc46d533caa0734803cb9f3fa55e9dabc82c80c05487dd94d2c56cbae5&itok=sCDfPRV8)
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
![153656-Thumbnail Image.png](https://d1rbsgppyrdqq4.cloudfront.net/s3fs-public/styles/width_400/public/2021-08/153656-Thumbnail%20Image.png?versionId=0daaj3BbNB1RQh3vz9fpLxPe.8pHfDhP&X-Amz-Content-Sha256=UNSIGNED-PAYLOAD&X-Amz-Algorithm=AWS4-HMAC-SHA256&X-Amz-Credential=AKIASBVQ3ZQ42ZLA5CUJ/20240605/us-west-2/s3/aws4_request&X-Amz-Date=20240605T040300Z&X-Amz-SignedHeaders=host&X-Amz-Expires=120&X-Amz-Signature=6a0b824b3ab19101ace7478cdfb9197965744609231b18b5cf7f1a9fa4cafe80&itok=1ITJygur)
Description
Wittgenstein’s claim: anytime something is seen, it is necessarily seen as something, forms the philosophical foundation of this research. I synthesize theories and philosophies from Simondon, Maturana, Varela, Wittgenstein, Pye, Sennett, and Reddy in a research process I identify as a paradigm construction project. My personal studio practice of inventing experiential media systems is a key part of this research and illustrates, with practical examples, my philosophical arguments from a range of points of observation. I see media systems as technical objects, and see technical objects as structurally determined systems, in which the structure of the system determines its organization. I identify making, the process of determining structure, as a form of structural coupling and see structural coupling as a means of knowing material. I introduce my theory of conceptual plurifunctionality as an extension to Simondon’s theory. Aspects of materiality are presented as a means of seeing material and immaterial systems, including cultural systems. I seek to answer the questions: How is structure seen as determining the organization of systems, and making seen as a process in which the resulting structures of technical objects and the maker are co-determined? How might an understanding of structure and organization be applied to the invention of contemporary experiential media systems?
ContributorsLahey, Byron (Author) / Burleson, Winslow (Thesis advisor) / Xin Wei, Sha (Committee member) / Collins, Daniel (Committee member) / Paine, Garth (Committee member) / Arizona State University (Publisher)
Created2015
![155101-Thumbnail Image.png](https://d1rbsgppyrdqq4.cloudfront.net/s3fs-public/styles/width_400/public/2021-09/155101-Thumbnail%20Image.png?versionId=wTl9c.VhRMiU4EsBNHRxGRWXzCDWbjYF&X-Amz-Content-Sha256=UNSIGNED-PAYLOAD&X-Amz-Algorithm=AWS4-HMAC-SHA256&X-Amz-Credential=AKIASBVQ3ZQ42ZLA5CUJ/20240605/us-west-2/s3/aws4_request&X-Amz-Date=20240605T050745Z&X-Amz-SignedHeaders=host&X-Amz-Expires=120&X-Amz-Signature=2dd91cce1bbed7d4c90e7b3cec6e89d0eccd0f965fc87d63db884dc9b51284bb&itok=_8hMCFEE)
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
![152647-Thumbnail Image.png](https://d1rbsgppyrdqq4.cloudfront.net/s3fs-public/styles/width_400/public/2021-08/152647-Thumbnail%20Image.png?versionId=QrhqgiobaUGbdkNBDpvcCIitnRTC5d9S&X-Amz-Content-Sha256=UNSIGNED-PAYLOAD&X-Amz-Algorithm=AWS4-HMAC-SHA256&X-Amz-Credential=AKIASBVQ3ZQ42ZLA5CUJ/20240605/us-west-2/s3/aws4_request&X-Amz-Date=20240605T032909Z&X-Amz-SignedHeaders=host&X-Amz-Expires=120&X-Amz-Signature=48ceead43cca6dcf1a398808e0df9a6c8de0787607bfab64a26865e20ccaec7b&itok=1lQY7tfe)
Description
We live in a world of rapidly changing technologies that bathe us in visual images and information, not only challenging us to find connections and make sense of what we are learning, but also allowing us to learn and to collaborate in new ways. Art educators are using one of these new technologies, virtual worlds, to create educational environments and curricula. This study looks at how post-secondary art educators are using Second Life in their undergraduate and graduate level curricula and what perceived benefits, challenges, and unique learning experiences they feel this new educational venue offers. This study uses qualitative and participant observation methodologies, including qualitative interviews, observations, and collection of generated works, to look at the practices of six art educators teaching university level undergraduate and graduate courses. Data are compared internally between the participants and externally by correlating to current research. Art education in Second Life includes many curricula activities and strategies often seen in face-to-face classes, including writing reflections, essays, and papers, creating presentations and Power Points, conducting research, and creating art. Challenges include expense, student frustration and anxiety issues, and the transience of Second Life sites. Among the unique learning experiences are increased opportunities for field trips, student collaboration, access to guest speakers, and the ability to set up experiences not practical or possible in the real world. The experiences of these six art educators can be used as a guide for art educators just beginning exploration of virtual world education and encouragement when looking for new ways to teach that may increase our students' understanding and knowledge and their access and connections to others.
ContributorsSchlegel, Deborah (Author) / Stokrocki, Mary (Thesis advisor) / Erickson, Mary (Committee member) / Young, Bernard (Committee member) / Arizona State University (Publisher)
Created2014
Description
As the application of interactive media systems expands to address broader problems in health, education and creative practice, they fall within a higher dimensional space for which it is inherently more complex to design. In response to this need an emerging area of interactive system design, referred to as experiential media systems, applies hybrid knowledge synthesized across multiple disciplines to address challenges relevant to daily experience. Interactive neurorehabilitation (INR) aims to enhance functional movement therapy by integrating detailed motion capture with interactive feedback in a manner that facilitates engagement and sensorimotor learning for those who have suffered neurologic injury. While INR shows great promise to advance the current state of therapies, a cohesive media design methodology for INR is missing due to the present lack of substantial evidence within the field. Using an experiential media based approach to draw knowledge from external disciplines, this dissertation proposes a compositional framework for authoring visual media for INR systems across contexts and applications within upper extremity stroke rehabilitation. The compositional framework is applied across systems for supervised training, unsupervised training, and assisted reflection, which reflect the collective work of the Adaptive Mixed Reality Rehabilitation (AMRR) Team at Arizona State University, of which the author is a member. Formal structures and a methodology for applying them are described in detail for the visual media environments designed by the author. Data collected from studies conducted by the AMRR team to evaluate these systems in both supervised and unsupervised training contexts is also discussed in terms of the extent to which the application of the compositional framework is supported and which aspects require further investigation. The potential broader implications of the proposed compositional framework and methodology are the dissemination of interdisciplinary information to accelerate the informed development of INR applications and to demonstrate the potential benefit of generalizing integrative approaches, merging arts and science based knowledge, for other complex problems related to embodied learning.
ContributorsLehrer, Nicole (Author) / Rikakis, Thanassis (Committee member) / Olson, Loren (Committee member) / Wolf, Steven L. (Committee member) / Turaga, Pavan (Committee member) / Arizona State University (Publisher)
Created2014
![153158-Thumbnail Image.png](https://d1rbsgppyrdqq4.cloudfront.net/s3fs-public/styles/width_400/public/2021-08/153158-Thumbnail%20Image.png?versionId=BOAMHtkYQpC2fSr44H7RUEWq.GwtxNz2&X-Amz-Content-Sha256=UNSIGNED-PAYLOAD&X-Amz-Algorithm=AWS4-HMAC-SHA256&X-Amz-Credential=AKIASBVQ3ZQ42ZLA5CUJ/20240530/us-west-2/s3/aws4_request&X-Amz-Date=20240530T153726Z&X-Amz-SignedHeaders=host&X-Amz-Expires=120&X-Amz-Signature=b125c73cab7b34c51ba508c76016b60b2bcfedcab8f1607f81c8d3cb15e7d712&itok=PL6s7sFw)
Description
Stroke is a leading cause of disability with varying effects across stroke survivors necessitating comprehensive approaches to rehabilitation. Interactive neurorehabilitation (INR) systems represent promising technological solutions that can provide an array of sensing, feedback and analysis tools which hold the potential to maximize clinical therapy as well as extend therapy to the home. Currently, there are a variety of approaches to INR design, which coupled with minimal large-scale clinical data, has led to a lack of cohesion in INR design. INR design presents an inherently complex space as these systems have multiple users including stroke survivors, therapists and designers, each with their own user experience needs. This dissertation proposes that comprehensive INR design, which can address this complex user space, requires and benefits from the application of interdisciplinary research that spans motor learning and interactive learning. A methodology for integrated and iterative design approaches to INR task experience, assessment, hardware, software and interactive training protocol design is proposed within the comprehensive example of design and implementation of a mixed reality rehabilitation system for minimally supervised environments. This system was tested with eight stroke survivors who showed promising results in both functional and movement quality improvement. The results of testing the system with stroke survivors as well as observing user experiences will be presented along with suggested improvements to the proposed design methodology. This integrative design methodology is proposed to have benefit for not only comprehensive INR design but also complex interactive system design in general.
ContributorsBaran, Michael (Author) / Rikakis, Thanassis (Thesis advisor) / Olson, Loren (Thesis advisor) / Wolf, Steven L. (Committee member) / Ingalls, Todd (Committee member) / Arizona State University (Publisher)
Created2014
![155180-Thumbnail Image.png](https://d1rbsgppyrdqq4.cloudfront.net/s3fs-public/styles/width_400/public/2021-08/155180-Thumbnail%20Image.png?versionId=i4VU4AzwlBl9wDg_CsnDnqe22o0ZwyYX&X-Amz-Content-Sha256=UNSIGNED-PAYLOAD&X-Amz-Algorithm=AWS4-HMAC-SHA256&X-Amz-Credential=AKIASBVQ3ZQ42ZLA5CUJ/20240605/us-west-2/s3/aws4_request&X-Amz-Date=20240605T085212Z&X-Amz-SignedHeaders=host&X-Amz-Expires=120&X-Amz-Signature=3af8ef2395ab90f12df99cba3695d4aff81df3ec799f30e9a5340ae70686fede&itok=lVkEwpOB)
Description
The present study explored the use of augmented reality (AR) technology to support cognitive modeling in an art-based learning environment. The AR application used in this study made visible the thought processes and observational techniques of art experts for the learning benefit of novices through digital annotations, overlays, and side-by-side comparisons that when viewed on mobile device appear directly on works of art.
Using a 2 x 3 factorial design, this study compared learner outcomes and motivation across technologies (audio-only, video, AR) and groupings (individuals, dyads) with 182 undergraduate and graduate students who were self-identified art novices. Learner outcomes were measured by post-activity spoken responses to a painting reproduction with the pre-activity response as a moderating variable. Motivation was measured by the sum score of a reduced version of the Instructional Materials Motivational Survey (IMMS), accounting for attention, relevance, confidence, and satisfaction, with total time spent in learning activity as the moderating variable. Information on participant demographics, technology usage, and art experience was also collected.
Participants were randomly assigned to one of six conditions that differed by technology and grouping before completing a learning activity where they viewed four high-resolution, printed-to-scale painting reproductions in a gallery-like setting while listening to audio-recorded conversations of two experts discussing the actual paintings. All participants listened to expert conversations but the video and AR conditions received visual supports via mobile device.
Though no main effects were found for technology or groupings, findings did include statistically significant higher learner outcomes in the elements of design subscale (characteristics most represented by the visual supports of the AR application) than the audio-only conditions. When participants saw digital representations of line, shape, and color directly on the paintings, they were more likely to identify those same features in the post-activity painting. Seeing what the experts see, in a situated environment, resulted in evidence that participants began to view paintings in a manner similar to the experts. This is evidence of the value of the temporal and spatial contiguity afforded by AR in cognitive modeling learning environments.
Using a 2 x 3 factorial design, this study compared learner outcomes and motivation across technologies (audio-only, video, AR) and groupings (individuals, dyads) with 182 undergraduate and graduate students who were self-identified art novices. Learner outcomes were measured by post-activity spoken responses to a painting reproduction with the pre-activity response as a moderating variable. Motivation was measured by the sum score of a reduced version of the Instructional Materials Motivational Survey (IMMS), accounting for attention, relevance, confidence, and satisfaction, with total time spent in learning activity as the moderating variable. Information on participant demographics, technology usage, and art experience was also collected.
Participants were randomly assigned to one of six conditions that differed by technology and grouping before completing a learning activity where they viewed four high-resolution, printed-to-scale painting reproductions in a gallery-like setting while listening to audio-recorded conversations of two experts discussing the actual paintings. All participants listened to expert conversations but the video and AR conditions received visual supports via mobile device.
Though no main effects were found for technology or groupings, findings did include statistically significant higher learner outcomes in the elements of design subscale (characteristics most represented by the visual supports of the AR application) than the audio-only conditions. When participants saw digital representations of line, shape, and color directly on the paintings, they were more likely to identify those same features in the post-activity painting. Seeing what the experts see, in a situated environment, resulted in evidence that participants began to view paintings in a manner similar to the experts. This is evidence of the value of the temporal and spatial contiguity afforded by AR in cognitive modeling learning environments.
ContributorsShapera, Daniel Michael (Author) / Atkinson, Robert K (Thesis advisor) / Nelson, Brian C (Committee member) / Erickson, Mary (Committee member) / Arizona State University (Publisher)
Created2016