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Description
Color as a communication medium plays an important role in conveying meaning. It has been identified as a major element in marketing and advertising, and has shown to influence consumer's emotions (Labrecque & Milne, 2012). Despite the large volume of color-centered research, the literature on the subject remains largely abstract and unreliable. Academic research on the impact of color on brand personality it is still in its early stages of investigation, and therefore fragmented and inadequate. The goal of this study is to identify and visually represent patterns of association between colors and specific brand personality traits. We hypothesized that such patterns exist, although the exact associations are difficult to predict. If such patterns are found, they can assist in creating a valuable design tool with wide range of applications in product design, manufacturing, and marketing.
ContributorsToteva, Maya (Author) / Branaghan, Russell (Thesis advisor) / Gray, Rob (Committee member) / Craig, Scotty (Committee member) / Arizona State University (Publisher)
Created2017
Self-congruity, Preference, and Pathfinder: An Examination of News Media Outlet Knowledge Structures
Description
Using a modified news media brand personality scale developed by Kim, Baek, and Martin (2010), this study measured the personalities of eight news media outlets and combined them into the same associative network with participants’ self-image via the Pathfinder tool (Schvaneveldt, Durso, & Dearholt, 1989). Using these networks, this study was able to both explore the personality associations of participants and observe if self-congruity, measured by the distance between the self-image node and a brand, is significantly related to participant preference for a brand. Self-congruity was found to be significantly related to preference. However, this relationship was mediated by participants’ fiscal and social orientation. Overall, using Pathfinder to generate associative networks and measure self-congruity could be a useful approach for understanding how people perceive and relate to different news media outlets.
ContributorsWillinger, Jacob T (Author) / Branaghan, Russel (Thesis advisor) / Craig, Scotty (Committee member) / Gray, Robert (Committee member) / Arizona State University (Publisher)
Created2018
Description
Multimedia educational technologies have increased their presence in traditional and online classrooms over the course of the previous decade. These tools hold value and can promote positive learning outcomes but are reliant on students’ degree of cognitive engagement and self-regulation. When students are not cognitively engaged or have low self-regulation capabilities, their interaction with the technology becomes less impactful because of decreased learning outcomes. Building or altering technologies to cognitively engage students is costly and timely; the present study investigates if introducing higher agency roles, to change the role of the student, increases learning outcomes. Specifically, this study investigates if higher agency roles of a designer or teacher enhances cognitive engagement and improves learning when compared to the conventional role of a learner. Improved learning outcomes were observed from the pretest to posttest for the learner, designer, and teacher role. Participants engaged with higher agency roles did not demonstrate more growth from pretest to posttest when compared to the control group, but participants in the teacher role outperformed those in the designer role. Additionally, reading ability did not impact learning gains across groups. While students who engaged with higher agency roles did not achieve greater learning outcomes than students in the control group, results indicate a learning effect across groups. Results of this study suggest that it was underpowered. Further research is needed to determine the extent of the impact that higher agency roles have on learning outcomes.
ContributorsNovak, Kyrsten (Author) / Roscoe, Rod (Thesis advisor) / Branaghan, Russell (Committee member) / Craig, Scotty (Committee member) / Arizona State University (Publisher)
Created2018
Description
Human-robot interaction has expanded immensely within dynamic environments. The goals of human-robot interaction are to increase productivity, efficiency and safety. In order for the integration of human-robot interaction to be seamless and effective humans must be willing to trust the capabilities of assistive robots. A major priority for human-robot interaction should be to understand how human dyads have been historically effective within a joint-task setting. This will ensure that all goals can be met in human robot settings. The aim of the present study was to examine human dyads and the effects of an unexpected interruption. Humans’ interpersonal and individual levels of trust were studied in order to draw appropriate conclusions. Seventeen undergraduate and graduate level dyads were collected from Arizona State University. Participants were broken up into either a surprise condition or a baseline condition. Participants individually took two surveys in order to have an accurate understanding of levels of dispositional and individual levels of trust. The findings showed that participant levels of interpersonal trust were average. Surprisingly, participants who participated in the surprise condition afterwards, showed moderate to high levels of dyad trust. This effect showed that participants became more reliant on their partners when interrupted by a surprising event. Future studies will take this knowledge and apply it to human-robot interaction, in order to mimic the seamless team-interaction shown in historically effective dyads, specifically human team interaction.
ContributorsShaw, Alexandra Luann (Author) / Chiou, Erin (Thesis advisor) / Cooke, Nancy J. (Committee member) / Craig, Scotty (Committee member) / Arizona State University (Publisher)
Created2019
Description
As automation becomes more prevalent in society, the frequency that systems involve interactive human-automation control increases. Previous studies have shown accountability to be a valuable way of eliciting human engagement and reducing various biases, but these studies have involved the presence of an authority figure during the research. The current research sought to explore the effect of accountability in the absence of an authority figure. To do this, 40 participants took part in this study by playing a microworld simulation. Half were told they would be interviewed after the simulation, and half were told data was not being collected. Eleven dependent variables were collected (accountability, number of resources shared, player score, agent score, combined score, and the six measures of the NASA- Task Load Index), of which statistical significance was found in number of resources shared, player score, and agent score. While not conclusive, the results suggest that accountability affects human-automation interactions even in the absence of an authority figure. It is suggested that future research seek to find a reliable way to measure accountability and examine how long accountability effects last.
ContributorsWilkins, Adam (Author) / Chiou, Erin K. (Thesis advisor) / Gray, Robert (Committee member) / Craig, Scotty (Committee member) / Arizona State University (Publisher)
Created2019
Description
Previous research has shown that an individual's bias can have a negative impact on behavior. One proposed method of modifying such behavior is vicarious (observational) learning. In the current study, the researcher explored the possibility of using vicarious learning to create an effective training video on LGBT bias. The researcher predicted that a vicarious learning video would be more effective at reducing negative LGBT bias than an informationally-equivalent control video. Participants completed the Explicit Attitudes of Sexuality questionnaire (EASQ), were randomized into one of two groups (vicarious or control), watched the assigned training video, and then completed the EASQ again to measure any changes in LGBT bias. The results of the study indicated that the vicarious video was no more effective in reducing negative LGBT bias when compared to the control. Additionally it was found that the vicarious training video was significantly more effective in eliciting new knowledge when compared to the control. The researcher discusses these findings in relation to Social Cognitive Theory for Personal and Social Change by Enabling Media. The researcher also explains how findings of insignificance could have been caused by a selection bias, self-report bias, and/or not enough treatment dosage.
ContributorsIoia, Kody Allan (Author) / Craig, Scotty (Thesis director) / Roscoe, Rod (Committee member) / Human Systems Engineering (Contributor) / Barrett, The Honors College (Contributor)
Created2016-05
Description
Young adults do not know basic emergency preparedness skills. Although there are materials out there such as printed and online materials form Center for Disease Control, it is unlikely that college-age people will take the time to read them. Some individuals have addressed the issue of young adults not wanting to read materials by creating a fun interactive game in the San Francisco area, but since the game must be played in person, a solution like that can only reach so far. Studies suggest that virtual worlds are effective in teaching people new skills, so I have created a virtual world that will teach people basic emergency preparedness skills in a way that is memorable and appealing to a college-age audience. The logic used to teach players the concepts of emergency preparedness is case-based reasoning. Case-based reasoning is the process of solving new problems by remembering similar solutions in the past. By creating a simulation emergency situation in a virtual world, young adults are more likely to know what to do in the case of an actual emergency.
ContributorsTeplik, Julie Rachel (Author) / Craig, Scotty (Thesis director) / Amresh, Ashish (Committee member) / WPC Graduate Programs (Contributor) / Software Engineering (Contributor) / Barrett, The Honors College (Contributor)
Created2017-05
Description
The knowledge of cognitive processes of teams and how they work as a system, has drastically broadened in recent years. However, few researchers have applied their findings to an orchestral setting. In the current study, team cognition was observed and analyzed based off an 8th grade orchestra, in addition to the middle and highest-level orchestras at a junior high and high school in the Arizona Public School system. It was found, that in the 8th grade orchestra, most communication is either given or received in the form of auditory cues both verbal and musical. Regardless of skill level, groups that have higher interactions during practices have better performances.
ContributorsColeman, Pamela Brooke (Author) / Cooke, Nancy (Thesis director) / Craig, Scotty (Committee member) / Human Systems Engineering (Contributor) / Barrett, The Honors College (Contributor)
Created2018-05
Description
This study used an online survey methodology looking at all levels of archers and coaches to understand their perceptions of the shooting process and Mental Game importance. The survey asked about the archer's skill level and their training style, as well as their perception of the importance of each step in the shooting process and the different parts of the Mental Game. The study also processed the impact of performance of an archer based on their perception of importance of the different steps of the shooting process and the Mental Game. Depending on if the archer has ever had a coach, certain steps of the shooting process and certain parts of the Mental Game was impacted by having a coach at one time. While, the level of coach also impacts how the Mental Game is perceived. Throughout this study, imagery was the most impacted by the level of coach the participant is, if the participants have ever had a coach, and how the participants perform.
ContributorsBell, Rebecca Christa (Author) / Craig, Scotty (Thesis director) / Gray, Robert (Committee member) / Engineering Programs (Contributor) / Barrett, The Honors College (Contributor)
Created2018-05
Description
Learners' attitudes and beliefs during the initial stages of learning have a profound impact on their future decisions, practice habits, and persistence. In music education, however, surprisingly little research has explored how physical equipment design might influence novices' attitudes and beliefs. The current study addresses this gap by examining how novices' motivation and perception differ based on the physical design of the musical instrument they interact with while learning. Fifty-two adult participants completed an online survey measuring their expectancies (e.g., confidence), value beliefs (e.g., enjoyment, interest, and social merit), and anticipated persistence while attempting to learn the electric guitar. Afterward, participants attempted to learn and perform several beginner-level tasks while using a conventionally designed or ergonomically designed guitar. The conventionally designed guitar was a commercially available model marketed toward beginner and intermediate-level guitarists. In contrast, the ergonomic guitar was a custom model based on expert design recommendations to improve ease of use, comfort, and user experience. Participant learning expectations and values were assessed before and after a one-hour practice session. Results revealed that novices who used the ergonomic guitar reported significant gains in anticipated learning enjoyment. Alternatively, novices who used the conventional guitar exhibited no such change. Beyond this relationship however, the ergonomic guitar was not found to meaningfully affect participants' confidence, interest, physical discomfort, and task difficulty perceptions. Additionally, the ergonomic guitar did not have a statistically significant influence on learning persistence ratings. One important implication extracted from this study is that a single practice session may not provide enough time or experience to affect a novices' attitudes and beliefs toward learning. Future studies may seek to remedy this study limitation by using a longitudinal design or longer practice task trials. Despite this limitation however, this exploratory study highlights the need for researchers, music educators, and instrument manufacturers to carefully consider how the physical design of a musical instrument may impact learning attitudes, choices, and persistence over time. Additionally, this study offers the first attempt at extending the equipment design literature to music education and Expectancy-Value Theory.
ContributorsO'Brian, Joseph (Author) / Roscoe, Rod D. (Thesis advisor) / Branaghan, Russell J (Committee member) / Craig, Scotty (Committee member) / Arizona State University (Publisher)
Created2016