Matching Items (3)
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- Genre: Interactive multimedia--Psychological aspects.
- Genre: Music--Social aspects--Brazil--Salvador.
- Creators: Arizona State University
Description
Geography, and the social sciences more broadly, have long operated within what is arguably a paradigm of the visual. Expanding the reach of geographical consideration into the realm of the aural, though in no way leaving behind the visual, opens the discipline to new areas of human and cultural geography invisible in ocular-centric approaches. At its broadest level, my argument in this dissertation is that music can no longer be simply an object of geographical research. Re-conceptualized and re-theorized in a geographical context to take into account its very real, active, and more-than-representational presence in social life, music provides actual routes to geographic knowledge of the world. I start by constructing a theoretical framework and methodological approach for studying music beyond representation. Based on these theoretical and methodological arguments, I present four narratives that unfold at the intersections of race and music in the northeast Brazilian city of Salvador. From the favelas of Rio de Janeiro to the troubled neighborhood of the Pelourinho, from the manic tempos of samba to the laid back grooves of samba-reggae, and in the year-round competition between the oppressive forces of ordinary time and the fleeting possibility of carnival, music emerges as a creative societal force with affects and effects far beyond the realm of representation. Together, these narratives exemplify the importance of expanding geographical considerations beyond a strictly visual framework. These narratives contribute to the musicalization of the discipline of geography.
ContributorsFinn, John C (Author) / McHugh, Kevin (Thesis advisor) / Lukinbeal, Christopher (Committee member) / Bolin, Bob (Committee member) / Price, Patricia (Committee member) / Arizona State University (Publisher)
Created2011
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