Matching Items (23)
Description
This study empirically evaluated the effectiveness of the instructional design, learning tools, and role of the teacher in three versions of a semester-long, high-school remedial Algebra I course to determine what impact self-regulated learning skills and learning pattern training have on students' self-regulation, math achievement, and motivation. The 1st version was a business-as-usual traditional classroom teaching mathematics with direct instruction. The 2rd version of the course provided students with self-paced, individualized Algebra instruction with a web-based, intelligent tutor. The 3rd version of the course coupled self-paced, individualized instruction on the web-based, intelligent Algebra tutor coupled with a series of e-learning modules on self-regulated learning knowledge and skills that were distributed throughout the semester. A quasi-experimental, mixed methods evaluation design was used by assigning pre-registered, high-school remedial Algebra I class periods made up of an approximately equal number of students to one of the three study conditions or course versions: (a) the control course design, (b) web-based, intelligent tutor only course design, and (c) web-based, intelligent tutor + SRL e-learning modules course design. While no statistically significant differences on SRL skills, math achievement or motivation were found between the three conditions, effect-size estimates provide suggestive evidence that using the SRL e-learning modules based on ARCS motivation model (Keller, 2010) and Let Me Learn learning pattern instruction (Dawkins, Kottkamp, & Johnston, 2010) may help students regulate their learning and improve their study skills while using a web-based, intelligent Algebra tutor as evidenced by positive impacts on math achievement, motivation, and self-regulated learning skills. The study also explored predictive analyses using multiple regression and found that predictive models based on independent variables aligned to student demographics, learning mastery skills, and ARCS motivational factors are helpful in defining how to further refine course design and design learning evaluations that measure achievement, motivation, and self-regulated learning in web-based learning environments, including intelligent tutoring systems.
ContributorsBarrus, Angela (Author) / Atkinson, Robert K (Thesis advisor) / Van de Sande, Carla (Committee member) / Savenye, Wilhelmina (Committee member) / Arizona State University (Publisher)
Created2013
Description
Statistics is taught at every level of education, yet teachers often have to assume their students have no knowledge of statistics and start from scratch each time they set out to teach statistics. The motivation for this experimental study comes from interest in exploring educational applications of augmented reality (AR) delivered via mobile technology that could potentially provide rich, contextualized learning for understanding concepts related to statistics education. This study examined the effects of AR experiences for learning basic statistical concepts. Using a 3 x 2 research design, this study compared learning gains of 252 undergraduate and graduate students from a pre- and posttest given before and after interacting with one of three types of augmented reality experiences, a high AR experience (interacting with three dimensional images coupled with movement through a physical space), a low AR experience (interacting with three dimensional images without movement), or no AR experience (two dimensional images without movement). Two levels of collaboration (pairs and no pairs) were also included. Additionally, student perceptions toward collaboration opportunities and engagement were compared across the six treatment conditions. Other demographic information collected included the students' previous statistics experience, as well as their comfort level in using mobile devices. The moderating variables included prior knowledge (high, average, and low) as measured by the student's pretest score. Taking into account prior knowledge, students with low prior knowledge assigned to either high or low AR experience had statistically significant higher learning gains than those assigned to a no AR experience. On the other hand, the results showed no statistical significance between students assigned to work individually versus in pairs. Students assigned to both high and low AR experience perceived a statistically significant higher level of engagement than their no AR counterparts. Students with low prior knowledge benefited the most from the high AR condition in learning gains. Overall, the AR application did well for providing a hands-on experience working with statistical data. Further research on AR and its relationship to spatial cognition, situated learning, high order skill development, performance support, and other classroom applications for learning is still needed.
ContributorsConley, Quincy (Author) / Atkinson, Robert K (Thesis advisor) / Nguyen, Frank (Committee member) / Nelson, Brian C (Committee member) / Arizona State University (Publisher)
Created2013
Description
In this mixed-methods study, I examined the relationship between professional development based on the Common Core State Standards for Mathematics and teacher knowledge, classroom practice, and student learning. Participants were randomly assigned to experimental and control groups. The 50-hour professional development treatment was administered to the treatment group during one semester, and then a follow-up replication treatment was administered to the control group during the subsequent semester. Results revealed significant differences in teacher knowledge as a result of the treatment using two instruments. The Learning Mathematics for Teaching scales were used to detect changes in mathematical knowledge for teaching, and an online sorting task was used to detect changes in teachers' knowledge of their standards. Results also indicated differences in classroom practice between pairs of matched teachers selected to participate in classroom observations and interviews. No statistical difference was detected between the groups' student assessment scores using the district's benchmark assessment system. This efficacy study contributes to the literature in two ways. First, it provides an evidence base for a professional development model designed to promote effective implementation of the Common Core State Standards for Mathematics. Second, it addresses ways to impact and measure teachers' knowledge of curriculum in addition to their mathematical content knowledge. The treatment was designed to focus on knowledge of curriculum, but it also successfully impacted teachers' specialized content knowledge, knowledge of content and students, and knowledge of content and teaching.
ContributorsRimbey, Kimberly A (Author) / Middleton, James A. (Thesis advisor) / Sloane, Finbarr (Committee member) / Atkinson, Robert K (Committee member) / Arizona State University (Publisher)
Created2013
Description
Researchers have postulated that math academic achievement increases student success in college (Lee, 2012; Silverman & Seidman, 2011; Vigdor, 2013), yet 80% of universities and 98% of community colleges require many of their first-year students to be placed in remedial courses (Bettinger & Long, 2009). Many high school graduates are entering college ill prepared for the rigors of higher education, lacking understanding of basic and important principles (ACT, 2012). The desire to increase academic achievement is a wide held aspiration in education and the idea of adapting instruction to individuals is one approach to accomplish this goal (Lalley & Gentile, 2009a). Frequently, adaptive learning environments rely on a mastery learning approach, it is thought that when students are afforded the opportunity to master the material, deeper and more meaningful learning is likely to occur. Researchers generally agree that the learning environment, the teaching approach, and the students' attributes are all important to understanding the conditions that promote academic achievement (Bandura, 1977; Bloom, 1968; Guskey, 2010; Cassen, Feinstein & Graham, 2008; Changeiywo, Wambugu & Wachanga, 2011; Lee, 2012; Schunk, 1991; Van Dinther, Dochy & Segers, 2011). The present study investigated the role of college students' affective attributes and skills, such as academic competence and academic resilience, in an adaptive mastery-based learning environment on their academic performance, while enrolled in a remedial mathematics course. The results showed that the combined influence of students' affective attributes and academic resilience had a statistically significant effect on students' academic performance. Further, the mastery-based learning environment also had a significant effect on their academic competence and academic performance.
ContributorsFoshee, Cecile Mary (Author) / Atkinson, Robert K (Thesis advisor) / Elliott, Stephen N. (Committee member) / Horan, John (Committee member) / Arizona State University (Publisher)
Created2013
Description
This study explored three methods to measure cognitive load in a learning environment using four logic puzzles that systematically varied in level of intrinsic cognitive load. Participants' perceived intrinsic load was simultaneously measured with a self-report measure--a traditional subjective measure--and two objective, physiological measures based on eye-tracking and EEG technology. In addition to gathering self-report, eye-tracking data, and EEG data, this study also captured data on individual difference variables and puzzle performance. Specifically, this study addressed the following research questions: 1. Are self-report ratings of cognitive load sensitive to tasks that increase in level of intrinsic load? 2. Are physiological measures sensitive to tasks that increase in level of intrinsic load? 3. To what extent do objective physiological measures and individual difference variables predict self-report ratings of intrinsic cognitive load? 4. Do the number of errors and the amount of time spent on each puzzle increase as the puzzle difficulty increases? Participants were 56 undergraduate students. Results from analyses with inferential statistics and data-mining techniques indicated features from the physiological data were sensitive to the puzzle tasks that varied in level of intrinsic load. The self-report measures performed similarly when the difference in intrinsic load of the puzzles was the most varied. Implications for these results and future directions for this line of research are discussed.
ContributorsJoseph, Stacey (Author) / Atkinson, Robert K (Thesis advisor) / Johnson-Glenberg, Mina (Committee member) / Nelson, Brian (Committee member) / Klein, James (Committee member) / Arizona State University (Publisher)
Created2013
Description
Writing instruction poses both cognitive and affective challenges, particularly for adolescents. American teens not only fall short of national writing standards, but also tend to lack motivation for school writing, claiming it is too challenging and that they have nothing interesting to write about. Yet, teens enthusiastically immerse themselves in informal writing via text messaging, email, and social media, regularly sharing their thoughts and experiences with a real audience. While these activities are, in fact, writing, research indicates that teens instead view them as simply "communication" or "being social." Accordingly, the aim of this work was to infuse formal classroom writing with naturally engaging elements of informal social media writing to positively impact writing quality and the motivation to write, resulting in the development and implementation of Sparkfolio, an online prewriting tool that: a) addresses affective challenges by allowing students to choose personally relevant topics using their own social media data; and b) provides cognitive support with a planner that helps develop and organize ideas in preparation for writing a first draft. This tool was evaluated in a study involving 46 eleventh-grade English students writing three personal narratives each, and including three experimental conditions: a) using self-authored social media post data while planning with Sparkfolio; b) using only data from posts authored by one's friends while planning with Sparkfolio; and c) a control group that did not use Sparkfolio. The dependent variables were the change in writing motivation and the change in writing quality that occurred before and after the intervention. A scaled pre/posttest measured writing motivation, and the first and third narratives were used as writing quality pre/posttests. A usability scale, logged Sparkfolio data, and qualitative measures were also analyzed. Results indicated that participants who used Sparkfolio had statistically significantly higher gains in writing quality than the control group, validating Sparkfolio as effective. Additionally, while nonsignificant, results suggested that planning with self-authored data provided more writing quality and motivational benefits than data authored by others. This work provides initial empirical evidence that leveraging students' own social media data (securely) holds potential in fostering meaningful personalized learning.
ContributorsSadauskas, John (Author) / Atkinson, Robert K (Thesis advisor) / Savenye, Wilhelmina (Committee member) / Liu, Huan (Committee member) / Arizona State University (Publisher)
Created2014
Description
This thesis develops a low-investment marketing strategy that allows low-to-mid level farmers extend their commercialization reach by strategically sending containers of fresh produce items to secondary markets that present temporary arbitrage opportunities. The methodology aims at identifying time windows of opportunity in which the price differential between two markets create an arbitrage opportunity for a transaction; a transaction involves buying a fresh produce item at a base market, and then shipping and selling it at secondary market price. A decision-making tool is developed that gauges the individual arbitrage opportunities and determines the specific price differential (or threshold level) that is most beneficial to the farmer under particular market conditions. For this purpose, two approaches are developed; a pragmatic approach that uses historic price information of the products in order to find the optimal price differential that maximizes earnings, and a theoretical one, which optimizes an expected profit model of the shipments to identify this optimal threshold. This thesis also develops risk management strategies that further reduce profit variability during a particular two-market transaction. In this case, financial engineering concepts are used to determine a shipment configuration strategy that minimizes the overall variability of the profits. For this, a Markowitz model is developed to determine the weight assignation of each component for a particular shipment. Based on the results of the analysis, it is deemed possible to formulate a shipment policy that not only increases the farmer's commercialization reach, but also produces profitable operations. In general, the observed rates of return under a pragmatic and theoretical approach hovered between 0.072 and 0.616 within important two-market structures. Secondly, it is demonstrated that the level of return and risk can be manipulated by varying the strictness of the shipping policy to meet the overall objectives of the decision-maker. Finally, it was found that one can minimize the risk of a particular two-market transaction by strategically grouping the product shipments.
ContributorsFlores, Hector M (Author) / Villalobos, Rene (Thesis advisor) / Runger, George C. (Committee member) / Maltz, Arnold (Committee member) / Arizona State University (Publisher)
Created2011
Description
Supply chains are increasingly complex as companies branch out into newer products and markets. In many cases, multiple products with moderate differences in performance and price compete for the same unit of demand. Simultaneous occurrences of multiple scenarios (competitive, disruptive, regulatory, economic, etc.), coupled with business decisions (pricing, product introduction, etc.) can drastically change demand structures within a short period of time. Furthermore, product obsolescence and cannibalization are real concerns due to short product life cycles. Analytical tools that can handle this complexity are important to quantify the impact of business scenarios/decisions on supply chain performance. Traditional analysis methods struggle in this environment of large, complex datasets with hundreds of features becoming the norm in supply chains. We present an empirical analysis framework termed Scenario Trees that provides a novel representation for impulse and delayed scenario events and a direction for modeling multivariate constrained responses. Amongst potential learners, supervised learners and feature extraction strategies based on tree-based ensembles are employed to extract the most impactful scenarios and predict their outcome on metrics at different product hierarchies. These models are able to provide accurate predictions in modeling environments characterized by incomplete datasets due to product substitution, missing values, outliers, redundant features, mixed variables and nonlinear interaction effects. Graphical model summaries are generated to aid model understanding. Models in complex environments benefit from feature selection methods that extract non-redundant feature subsets from the data. Additional model simplification can be achieved by extracting specific levels/values that contribute to variable importance. We propose and evaluate new analytical methods to address this problem of feature value selection and study their comparative performance using simulated datasets. We show that supply chain surveillance can be structured as a feature value selection problem. For situations such as new product introduction, a bottom-up approach to scenario analysis is designed using an agent-based simulation and data mining framework. This simulation engine envelopes utility theory, discrete choice models and diffusion theory and acts as a test bed for enacting different business scenarios. We demonstrate the use of machine learning algorithms to analyze scenarios and generate graphical summaries to aid decision making.
ContributorsShinde, Amit (Author) / Runger, George C. (Thesis advisor) / Montgomery, Douglas C. (Committee member) / Villalobos, Rene (Committee member) / Janakiram, Mani (Committee member) / Arizona State University (Publisher)
Created2012
Description
One of the greatest 21st century challenges is meeting the needs of a growing world population expected to increase 35% by 2050 given projected trends in diets, consumption and income. This in turn requires a 70-100% improvement on current production capability, even as the world is undergoing systemic climate pattern changes. This growth not only translates to higher demand for staple products, such as rice, wheat, and beans, but also creates demand for high-value products such as fresh fruits and vegetables (FVs), fueled by better economic conditions and a more health conscious consumer. In this case, it would seem that these trends would present opportunities for the economic development of environmentally well-suited regions to produce high-value products. Interestingly, many regions with production potential still exhibit a considerable gap between their current and ‘true’ maximum capability, especially in places where poverty is more common. Paradoxically, often high-value, horticultural products could be produced in these regions, if relatively small capital investments are made and proper marketing and distribution channels are created. The hypothesis is that small farmers within local agricultural systems are well positioned to take advantage of existing sustainable and profitable opportunities, specifically in high-value agricultural production. Unearthing these opportunities can entice investments in small farming development and help them enter the horticultural industry, thus expand the volume, variety and/or quality of products available for global consumption. In this dissertation, the objective is three-fold: (1) to demonstrate the hidden production potential that exist within local agricultural communities, (2) highlight the importance of supply chain modeling tools in the strategic design of local agricultural systems, and (3) demonstrate the application of optimization and machine learning techniques to strategize the implementation of protective agricultural technologies.
As part of this dissertation, a yield approximation method is developed and integrated with a mixed-integer program to estimate a region’s potential to produce non-perennial, vegetable items. This integration offers practical approximations that help decision-makers identify technologies needed to protect agricultural production, alter harvesting patterns to better match market behavior, and provide an analytical framework through which external investment entities can assess different production options.
As part of this dissertation, a yield approximation method is developed and integrated with a mixed-integer program to estimate a region’s potential to produce non-perennial, vegetable items. This integration offers practical approximations that help decision-makers identify technologies needed to protect agricultural production, alter harvesting patterns to better match market behavior, and provide an analytical framework through which external investment entities can assess different production options.
ContributorsFlores, Hector M. (Author) / Villalobos, Rene (Thesis advisor) / Pan, Rong (Committee member) / Wu, Teresa (Committee member) / Parker, Nathan (Committee member) / Arizona State University (Publisher)
Created2017
Description
The technological revolution has caused the entire world to migrate to a digital environment and health care is no exception to this. Electronic Health Records (EHR) or Electronic Medical Records (EMR) are the digital repository for health data of patients. Nation wide efforts have been made by the federal government to promote the usage of EHRs as they have been found to improve quality of health service. Although EHR systems have been implemented almost everywhere, active use of EHR applications have not replaced paper documentation. Rather, they are often used to store transcribed data from paper documentation after each clinical procedure. This process is found to be prone to errors such as data omission, incomplete data documentation and is also time consuming. This research aims to help improve adoption of real-time EHRs usage while documenting data by improving the usability of an iPad based EHR application that is used during resuscitation process in the intensive care unit. Using Cognitive theories and HCI frameworks, this research identified areas of improvement and customizations in the application that were required to exclusively match the work flow of the resuscitation team at the Mayo Clinic. In addition to this, a Handwriting Recognition Engine (HRE) was integrated into the application to support a stylus based information input into EHR, which resembles our target users’ traditional pen and paper based documentation process. The EHR application was updated and then evaluated with end users at the Mayo clinic. The users found the application to be efficient, usable and they showed preference in using this application over the paper-based documentation.
ContributorsSubbiah, Naveen Kumar (Author) / Patel, Vimla L. (Thesis advisor) / Hsiao, Sharon (Thesis advisor) / Sen, Ayan (Committee member) / Atkinson, Robert K (Committee member) / Arizona State University (Publisher)
Created2018