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- Genre: Doctoral Dissertation
Description
The American Heart Association (AHA) estimates that there are approximately 200,000 in-hospital cardiac arrests (IHCA) annually with low rates of survival to discharge at about 22%. Training programs for cardiac arrest teams, also termed code teams, have been recommended by the Institute of Medicine (IOM) and in the AHA's consensus statement to help improve these dismal survival rates. Historically, training programs in the medical field are procedural in nature and done at the individual level, despite the fact that healthcare providers frequently work in teams. The rigidity of procedural training can cause habituation and lead to poor team performance if the situation does not match the original training circumstances. Despite the need for team training, factors such as logistics, time, personnel coordination, and financial constraints often hinder resuscitation team training. This research was a three-step process of: 1) development of a metric specific for the evaluation of code team performance, 2) development of a communication model that targeted communication and leadership during a code blue resuscitation, and 3) training and evaluation of the code team leader using the communication model. This research forms a basis to accomplish a broad vision of improving outcomes of IHCA events by applying conceptual and methodological strategies learned from collaborative and inter-disciplinary science of teams.
ContributorsHinski, Sandra T. (Author) / Cooke, Nancy J. (Thesis advisor) / Roscoe, Rod (Committee member) / Bekki, Jennifer (Committee member) / Arizona State University (Publisher)
Created2017
Description
Although knowledge about effective teaching and learning exists, and theories of change strategies are considered, the lack of the understanding of the behavior of engineering faculty during curricular change remains a major contributor against robust efforts for change. In this work, faculty adaptability is conceptualized as self-regulation during curricular change. Faculty participants were recruited from two divergent curricular change contexts: one that is prescribed with interdependence while the other is emergent with uncertainty. In this study, attitude toward context’s strength is conceptualized along the four dimensions of clarity, consistency, constraints, and consequences of the context, while faculty’s self-efficacy and willingness for adaptability are conceptualized along the three dimensions of planning, reflecting, and adjusting. This study uses a mixed method, quantitative-qualitative, sequential explanatory research design. The quantitative phase addresses the question of “How does faculty group in the first context differ from faculty group in the second context in terms of self-efficacy and willingness for planning, adjusting, and reflecting?” The qualitative phase addresses the question of “How do faculty respond to curricular change, as exhibited in their activities of planning, adjusting, and reflecting during change?” Findings point to differences in patterns of correlations between attitude toward context with both self-efficacy and willingness across the two contexts, even though analysis showed no significant differences between attitude toward context, self-efficacy, and willingness across the two contexts. Moreover, faculty participants’ willingness for adjusting, in both contexts, was not correlated with neither attitude toward context’s clarity nor constraints. Furthermore, in the prescribed context, Group A faculty (self-identified as Lecturers, Senior Lecturers, or Adjunct Faculty) showed higher willingness for planning, adjusting, and reflecting activities, compared to Group B faculty (self-identified as Assistant, Associate or Full Professors). Also, in the prescribed context, Group A faculty showed no overall significant correlation with attitude toward context. This study has implications on the way change is conceived of, designed, and implemented, when special attention is given to faculty as key change agents. Without the comprehensive understanding of the adaptability of faculty as key change agents in the educational system, the effective enacting of curricular change initiatives will remain unfulfilled.
ContributorsAli, Hadi (Author) / McKenna, Ann (Thesis advisor) / Bekki, Jennifer (Committee member) / Roscoe, Rod (Committee member) / Arizona State University (Publisher)
Created2021
Description
Cyber operations are a complex sociotechnical system where humans and computers are operating in an environments in constant flux, as new technology and procedures are applied. Once inside the network, establishing a foothold, or beachhead, malicious actors can collect sensitive information, scan targets, and execute an attack.Increasing defensive capabilities through cyber deception shows great promise by providing an opportunity to delay and disrupt an attacker once network perimeter security has already been breached. Traditional Human Factors research and methods are designed to mitigate human limitations (e.g., mental, physical) to improve performance. These methods can also be used combatively to upend performance. Oppositional Human Factors (OHF), seek to strategically capitalize on cognitive limitations by eliciting decision-making errors and poor usability. Deceptive tactics to elicit decision-making biases might infiltrate attacker processes with uncertainty and make the overall attack economics unfavorable and cause an adversary to make mistakes and waste resources.
Two online experimental platforms were developed to test the Sunk Cost Fallacy in an interactive, gamified, and abstracted version of cyber attacker activities. This work presents the results of the Cypher platform. Offering a novel approach to understand decision-making and the Sunk Cost Fallacy influenced by factors of uncertainty, project completion and difficulty on progress decisions. Results demonstrate these methods are effective in delaying attacker forward progress, while further research is needed to fully understand the context in which decision-making limitations do and do not occur. The second platform, Attack Surface, is described. Limitations and lessons learned are presented for future work.
ContributorsJohnson, Chelsea Kae (Author) / Gutzwiller, Robert S (Thesis advisor) / Cooke, Nancy (Committee member) / Shade, Temmie (Committee member) / Ferguson-Walter, Kimberly (Committee member) / Roscoe, Rod (Committee member) / Gray, Rob (Committee member) / Arizona State University (Publisher)
Created2022
Description
The bilingual experience is an often-studied multivariate phenomenon with a heterogeneous population that is often described using subtypes of bilingualism. “Bilingualism” as well as its subtypes lack consistent definitions and often share overlapping features, requiring researchers to measure a number of aspects of the bilingual experience. Different variables have been operationalized to quantify the language proficiencies, use, and histories of bilinguals, but the combination of these variables and their contributions to these subtypes often vary between studies on bilingualism. Research supports that these variables have an influence not only on bilingual classification, but also on non-linguistic outcomes including perceptions of self-worth and bicultural identification. To date, there is a lack of research comparing the quantification of these bilingual subtypes and these non-linguistic outcomes, despite research supporting the need to address both. Person-centered approaches such as latent profile analysis (LPA) and fuzzy set qualitative comparative analysis (fsQCA) have been applied to describe other multivariate constructs with heterogeneous populations, but these applications have yet to be used with bilingualism. The present study integrates models of bilingualism with these analytic methods in order to quantitatively identify latent profiles of bilinguals, describe the sets of conditions that define these subtypes, and to characterize the subjective experiences that differentiate these subtypes. The first study uses an existing data set of participants who completed the Language and Social Background Questionnaire (LSBQ) and performs LPA and fsQCA, identifying latent profiles and the sets of conditions that these subtypes. The following studies use a second set of bilinguals who also completed the LSBQ as well as a supplementary questionnaire, characterizing their identification with biculturalism and their feelings of self-worth. The analyses are repeated with these data to describe the profiles within these data and the subjective experiences in common. Finally, all analyses are repeated with the combined datasets to develop a final model of bilingual subtypes, describing the differences in language use and history within each subtype. Results demonstrate that latent models can be used to consistently characterize bilingual subtypes, while also providing additional information about the relationship between individual bilingual history and attitudes towards cultural identification.
ContributorsMcGee, Samuel (Author) / Azuma, Tamiko (Thesis advisor) / Gray, Shelley (Committee member) / Roscoe, Rod (Committee member) / Grimm, Kevin (Committee member) / Arizona State University (Publisher)
Created2022
Description
The science, technology, engineering, and math (STEM) education community is interested in using virtual reality (VR) to help students learn STEM knowledge. Prior research also provided evidence that VR learning can increase students’ motivation and learning achievement. However, it was not clear whether the effect of VR on learning was partly from sensory novelty and whether the effectiveness was sustainable. This study was to satisfy the concern on the sustainability of VR STEM learning in instruction and address the research gaps in exploring the effect of VR on a STEM learning experience with a consideration of novelty.
The study used a mixed-methods experimental design and involved a three-session VR STEM learning intervention. The quantitative data was collected through the intervention by survey questionnaire, session quiz, and pre- and post-tests, while the interviews were taken after the intervention. The structural equation modeling method was used to explore the relationships among factors in the VR learning experience. Longitudinal quantitative comparisons were conducted with the multiple imputation method. Its purpose was to evaluate the changing magnitude of factors across sessions. After quantitative analysis, interview transcripts were analyzed. They were used to triangulate or provide context for understanding of quantitative results.
The results showed that motivation and engagement play a critical mediation role in an effective VR learning experience. While individuals’ psychological responses and motivation may significantly increase in a VR learning experience for novelty, the novelty effect may not steeply decrease when individuals are becoming familiar with the novelty. This phenomenon is more observable in a VR condition having a high degree of immersion and embodiment. In addition, novelty does not necessarily increase learning achievement. The increase of learning achievement is more dependent on a match between the learning content and the learning method. The embodied learning method is appropriate for instructing difficult knowledge and spatial knowledge. Reserving enough time for reflection is important to deep learning in a VR environment.
The study used a mixed-methods experimental design and involved a three-session VR STEM learning intervention. The quantitative data was collected through the intervention by survey questionnaire, session quiz, and pre- and post-tests, while the interviews were taken after the intervention. The structural equation modeling method was used to explore the relationships among factors in the VR learning experience. Longitudinal quantitative comparisons were conducted with the multiple imputation method. Its purpose was to evaluate the changing magnitude of factors across sessions. After quantitative analysis, interview transcripts were analyzed. They were used to triangulate or provide context for understanding of quantitative results.
The results showed that motivation and engagement play a critical mediation role in an effective VR learning experience. While individuals’ psychological responses and motivation may significantly increase in a VR learning experience for novelty, the novelty effect may not steeply decrease when individuals are becoming familiar with the novelty. This phenomenon is more observable in a VR condition having a high degree of immersion and embodiment. In addition, novelty does not necessarily increase learning achievement. The increase of learning achievement is more dependent on a match between the learning content and the learning method. The embodied learning method is appropriate for instructing difficult knowledge and spatial knowledge. Reserving enough time for reflection is important to deep learning in a VR environment.
ContributorsHuang, Wen (Author) / Roscoe, Rod (Thesis advisor) / Johnson, Mina (Committee member) / Craig, Scotty (Committee member) / Arizona State University (Publisher)
Created2020
Description
This dissertation features three pieces of scholarship which showcase and demonstrate an ethic of queerness for engineering education research (EER). The concept of an ethic of queerness is introduced and constructed in Chapter 1 using tenets from the philosophy of pragmatism, systems thinking, critical theory, and the personal and collective experiences of queered communities immersed in normative spaces, such as engineering and engineering education. Chapter 2 is a scoping literature review on the state of research on the LGBTQIA+ engineering student experience compared to other relevant fields, revealing that EER is still nascent on the topic. Chapter 3 leverages arts-based qualitative inquiry to explore the opportunities and limitations of mixed-initiative creative interfaces (MICIs) when used as a tool for self care by queer(ed) subjects. Chapter 4 connects Patricia Hill Collins’ insider/outsider paradox framework to recent engineering education research through collaborative autoethnographies, illuminating the ways in which normative, oppressive social discourses are embedded within the EER system. Although Chapters 2-4 feature their own unique methodology and topic of inquiry, they are united through a motivation to deconstruct and re-imagine sociotechnical systems throughout engineering and EER through the lens of radical queerness. Chapter 5 summarizes how each of the prior chapters aligns with queerness as an ethic and explores avenues of future work from this dissertation. More specifically, each chapter represents a way of queering engineering education research methodology through the embrace of ambiguity and ephemerality, particularly with regard to the ways in which the author’s subjectivity and relationality to the roles of researcher, student, engineer, and engineering education researcher emerged throughout their doctoral education.
ContributorsJennings, Madeleine (Author) / Kellam, Nadia (Thesis advisor) / Jayasuriya, Suren (Thesis advisor) / Roscoe, Rod (Committee member) / Brunhaver, Samantha (Committee member) / Arizona State University (Publisher)
Created2023
Description
Past research on knowledge has differentiated between dimensions of knowledge, for example amount or coherence. This dissertation introduces a novel dimension of knowledge, the Motivational Utility of Knowledge (MUK), that is based on hierarchies of human needs (e.g., physical safety, status/esteem, actualization, reproduction). The effects of MUK are tested in a set of four studies on the topic of houselessness. All four studies used the same dataset. Adults in the United States (N = 190) were recruited from an online survey platform and paid for participation. They were first asked about their conceptions of houselessness. Next, they read a set of four texts arguing different views of houselessness, and administered a comprehension test, an emotion while reading test, and asked if the text conflicted with their beliefs. They were then reassessed on their conceptions and administered the MUK scale. Finally, they were given a demographics questionnaire, including questions about their personal experience with houselessness, and were administered a general prior knowledge test and a vocabulary knowledge test. Study 1 examined MUK as a construct and assessed the factor structure of the scale. The analyses showed that the subscales of MUK loaded onto a single factor – overall value of houselessness knowledge. Study 2 situated MUK within the domain of conceptual change. The results demonstrated that participants’ conceptions of houselessness were related to MUK, and that their propensity to engage in conceptual change depended on MUK. Study 3 situated MUK within the domain of text comprehension research and demonstrated that the text-belief consistency effect is enhanced when participants have high MUK. Finally, Study 4 examined MUK as a mediator between conceptions and comprehension and examined the role of MUK in predicting negative emotions. Overall, the findings suggest that MUK plays a role in conceptual change and text comprehension such that participants with high MUK are less likely to revise their knowledge and have worse comprehension when the text conflicts with their beliefs. In addition, MUK may predict emotions while reading about controversial topics, as participants with high MUK were more likely to report negative emotions while reading.
ContributorsWatanabe, Micah (Author) / McNamara, Danielle S. (Thesis advisor) / Brewer, Gene (Committee member) / Firetto, Carla (Committee member) / Roscoe, Rod (Committee member) / Arizona State University (Publisher)
Created2023