Matching Items (40)
Description
Immersion has become a key buzzword in the theme park industry, with many themed lands and attractions being designed with this objective in mind. This paper defines immersion through the concept of the ironic imagination and examines its role in theme park attractions. A literature review was first conducted to identify general design principles for the creation of immersive theme park attractions. Authentic settings that utilize all of the senses were considered first, along with a system of positive and negative cues for evaluating immersive experiences. The importance of simple and emotional stories was also addressed, before investigating the role that employees and guests play in an immersive attraction. Eight design principles were identified, and using these principles a blue sky design for an immersive theme park attraction was developed. An overview of the attraction is included and accompanied by an analysis of how the design principles were applied.
ContributorsWisnom, Scott Hunter (Author) / Roscoe, Rod (Thesis director) / Craig, Scotty D. (Committee member) / Historical, Philosophical & Religious Studies (Contributor) / Historical, Philosophical & Religious Studies, Sch (Contributor) / Mechanical and Aerospace Engineering Program (Contributor) / Barrett, The Honors College (Contributor)
Created2021-05
Description
This paper describes the development of a mobile application aimed at facilitating the communication and collaboration of roommates with regards to grocery shopping, food-sharing, and cost-splitting. The approach involves several methods of user-informed design. First, I conducted an analysis of user needs, interviewing potential end-users to gauge shopping habits and behaviors. Second, using iterative wireframing and a design tool called Figma, I constructed a working prototype of the design. Third, the prototype was used in a usability study, focused on uncovering pain points and other insights regarding the performance of the app. The usability tests were designed to simulate tasks that users might reasonably encounter when using the app. Finally, a second analysis of user needs was conducted, this time on a much larger scale. These methods were used to develop several informed design decisions that could improve the overall usability in future iterations of the design.
ContributorsDabundo, Scott (Author) / Branaghan, Russell (Thesis director) / Roscoe, Rod (Committee member) / School of Music (Contributor) / Human Systems Engineering (Contributor) / Barrett, The Honors College (Contributor)
Created2020-05
Description
The relationship between video games and education is something that has been studied extensively in academia. Based upon these studies a new concept was created, gamification. Gamification is the next step in video game research to analyze why video games enhance learning. The interest and research into this concept have developed so much so that it has become its own topic area for research. This study is looking to analyze the effect that gamification has on not only learning, but also self-efficacy. Through a choose your own adventure game, the knowledge and self-efficacy of participants will be examined to observe the differences when learning difficult engineering concepts with and without gamification. It is expected that participants that experienced training through gamification will demonstrate deeper learning and higher self-efficacy than trained through a video. Furthermore, it is anticipated that some video trained participants’ self-efficacy will increase; however, their comprehension will be less than participants trained through gamification. The results of this study can help promote the interest in researching gamification and education, while influencing educators to corporate gamification elements when designing their courses. Moreover, this study continued through adaptation and integration into a statics forces class, investigated if the same results can be found within a classroom setting.
ContributorsKanechika, Amber (Author) / Craig, Scotty (Thesis director) / Roscoe, Rod (Committee member) / Engineering Programs (Contributor) / Barrett, The Honors College (Contributor)
Created2020-05
Description
The relationship between user experience, learning, and psychology is complex. There are many rules and concepts that guide experience design. It is likely that some of the guidance is valid whereas other guidance is not. This explores some of that guidance and evaluates how they are linked to learning. Do the guidance’s made 25, 50, 100 years ago still hold true today? Additionally, the psychological background behind the way someone holds memory is important. Knowing how information is stored and processed helps educators provide the best learning experience possible. With an eye toward perception and cognition, this paper examines the relevance of the various pieces of guidance. The results suggest that, overall, this guidance is still valid and valuable to current learning trends and designs. This suggests that user experience designers for education need to pay attention to the guidance provided by psychology when designing learning management systems, placing content in a course, and choosing which aesthetics to follow.
ContributorsLapujade, Lily Ann (Author) / Branaghan, Russell (Thesis director) / Roscoe, Rod (Committee member) / Human Systems Engineering (Contributor, Contributor) / College of Integrative Sciences and Arts (Contributor) / Barrett, The Honors College (Contributor)
Created2020-05
Description
ASU’s Software Engineering (SER) program adequately prepares students for what happens after they become a developer, but there is no standard for preparing students to secure a job post-graduation in the first place. This project creates and executes a supplemental curriculum to prepare students for the technical interview process. The trial run of the curriculum was received positively by study participants, who experienced an increase in confidence over the duration of the workshop.
ContributorsSchmidt, Julia J (Author) / Roscoe, Rod (Thesis director) / Bansal, Srividya (Committee member) / Software Engineering (Contributor) / Human Systems Engineering (Contributor) / Barrett, The Honors College (Contributor)
Created2019-05
Description
This study set out to determine how students perceive writing quality in the presence of specific errors. Error pattern was a within-subjects variable with four levels: no errors, superficial (mechanical) errors, substantive (conceptual) errors, and both types of errors. All participants assessed a randomized selection of four essays containing each of the four error patterns. Overall ratings of writing quality decreased with the presence of errors; superficial errors had a significantly larger impact than substantive errors. In addition, participants rated traits about the author of the essays lower with the presence of errors in a similar pattern to writing quality.
ContributorsJohnson, Adam Casey (Author) / Roscoe, Rod (Thesis director) / Craig, Scotty (Committee member) / Human Systems Engineering (Contributor) / Barrett, The Honors College (Contributor)
Created2016-05
Description
Storytelling is innately human, and research has shown it has the powerful ability to "transport" people into a narrative. Literature on the topic of immersion discusses how technology form perceptual illusions to make a user feel detached from reality and create an impactful escapist experience. By examining and synthesizing relevant literature, key methods of storytelling used in theme parks, museums, and virtual environments that are used to deepen immersive experiences were identified. A model of the demonstrated techniques and methods for facilitating immersion through storytelling in these varying contexts has been created to suggest that these methods can be applied to other settings to foster a richer experience for users and guests.
ContributorsWalker, Natalie Simone (Author) / Roscoe, Rod (Thesis director) / Meier, Matt (Committee member) / Department of Psychology (Contributor) / School of Art (Contributor) / Barrett, The Honors College (Contributor)
Created2016-05
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
This study explores the connection between hearing impairment, workplace (social, performance, and employer) stressors, and self-efficacy beliefs. The aim was to compute the statistical significance, direction, and strength between specific stressors and self-efficacy beliefs to see how individuals manage workplace stress overall. In addition, the literature review and a qualitative analysis of open-ended responses from six participants were examined to determine effective coping mechanisms. Descriptive quantitative analysis, frequency charts, t-tests, correlational matrices, and ANOVAs were used to calculate relationships between demographics, stress, and self-efficacy ratings. The results show that self-efficacy and stress are negatively correlated and that self-efficacy and coping techniques are positively correlated. In addition, positive work experiences are correlated with lower stress and higher self-efficacy. Amongst workplace stressors, social stress outranks performance and employer stressors. The opposite trend shows in workplace self-efficacy where performance and employer self-efficacy beliefs are greater than social self-efficacy. Hearing loss level and communication style (e.g., speech, lip reading, sign language) were two important demographic factors in determining stress and self-efficacy levels. Effective coping mechanisms that participants reported included mindfulness, and breaks, whereas ineffective coping included avoidance coping.
ContributorsBaker, Nicholas Ryan (Author) / Roscoe, Rod (Thesis director) / McBride, Ingrid (Committee member) / Human Systems Engineering (Contributor) / Barrett, The Honors College (Contributor)
Created2016-12
Description
This research aimed to analyze and ultimately understand the relationship between the four dimensions of the Technology Readiness Index (TRI) 2.0 (optimism, innovation, discomfort, and insecurity) when compared to self-efficacy and learning. The experiment design was a one-group pretest-posttest where a participant’s TRI 2.0 acted as a subject variable. This information was then correlated to changes in self-efficacy and content mastery (learning) from pre-/post-test scores pertaining to Google Sheets functions for introductory statistics. In-between the pre- and post-tests, a learning activity was presented which asked participants to analyze quantitative statistics using Google Sheets. Findings of this research demonstrated a statistically insignificant relationship between technology readiness and self-efficacy or learning. Alternatively, significance was observed in changes from pre- to post-test scores for both learning and self-efficacy where a relationship was found between the degree to which participants’ content mastery and self-efficacy change before and after a computer-supported learning activity is assigned. These findings directly contribute to current understanding of how and why individuals can effectively learn and perform in computer-supported learning environments.
ContributorsCervantes Villa, Sabrina Marie (Author) / Craig, Scotty D. (Thesis advisor) / Donner, Jodie (Committee member) / Roscoe, Rod (Committee member) / Wylie, Ruth (Committee member) / Arizona State University (Publisher)
Created2022