Matching Items (9)
Description
This study investigated the effects of concurrent audio and equivalent onscreen text on the ability of learners of English as a foreign language (EFL) to form associations between textual and aural forms of target vocabulary words. The study also looked at the effects of learner control over an audio sequence on the association of textual and aural forms of target words. Attitudes towards experimental treatments and reported level of cognitive load were also examined in the context of a computer-based multimedia instructional program. A total of 200 college students took part in the study. Participants were randomly assigned to experimental conditions in a 2 x 3 factorial design with level of learner control (learner-controlled vs. not-learner-controlled) and format of presentation of information (audio + no text vs. audio + full text vs. audio + keyword text) as factors. The subjects completed a pretest, a posttest, cognitive load questions, and an attitude questionnaire. The results revealed the following findings: (a) groups in the audio + keyword text conditions outperformed those in the audio + no text and audio + full text conditions on text-sound association, (b) within the audio + keyword text conditions, the learner-controlled group outperformed the not-learner-controlled group on text-sound association, (c) within the learner-controlled conditions, the audio + keyword group outperformed the audio + no text and audio + full text groups on text-sound association, (d) a redundancy effect was not found for any treatment condition, and (e) overall, participants had positive attitudes towards the treatments. Implications, limitations, and future directions are discussed within the frameworks of cognitive load theory and cognitive theory of multimedia learning.
ContributorsEnciso Bernal, Ana Maria (Author) / Nelson, Brian C. (Thesis advisor) / Savenye, Wilhelmina (Committee member) / Atkinson, Robert K. (Committee member) / Arizona State University (Publisher)
Created2014
Description
This dissertation describes Space Vector 1 and Space Vector 2, two video games that introduce Newtonian mechanics concepts. Space Vector 1 is a side-scrolling game, in which players choose to drop bombs or supplies. Players had to identify if the physics was correct during a mission, or they had to plot the trajectory of a falling object, which was then simulated. In Space Vector 2, players were given velocity and acceleration values and had to plot the trajectory of a spaceship across a grid, or players were given a trajectory of a spaceship on a grid and had to program the velocity and acceleration values to produce the trajectory. Space Vector 1 was evaluated with 65 college undergraduates. Space Vector 2 was evaluated with 18 high school students. All participants were given a subset of the Force Concept Inventory, a standard assessment tool in physics education, as a pretest and posttest. Space Vector 1 was evaluated with a single group pretest-posttest design. Space Vector 2 was evaluated with a 2 x 2 ANOVA, where the factors were game mechanic (prediction mechanic or programming mechanic) and bonus questions (bonus question after a mission or no bonus question). Bayesian statistical methods were used for the data analysis. The best estimate for the average change in test scores for Space Vector 1 was a score gain of 1.042 (95% Highest Density Interval (HDI) [0.613, 1.487]) with an effect size of 0.611 (95% HDI [0.327, 0.937]). The best estimate for the grand mean of change scores in Space Vector 2 was an increase of 0.78 (95% HDI [-0.3, 1.85]) with an effect size of 0.379 (95% HDI [-0.112, 0.905]). The prediction
o bonus question version produced the largest change in score, where the best estimate for the mean change score was an increase of 1.2. The estimation intervals for the Space Vector 2 results were wide, and all included zero as a credible value.
o bonus question version produced the largest change in score, where the best estimate for the mean change score was an increase of 1.2. The estimation intervals for the Space Vector 2 results were wide, and all included zero as a credible value.
ContributorsKeylor, Eric Karl (Author) / Gee, James P. (Thesis advisor) / Stevens, Scott M. (Committee member) / Nelson, Brian C. (Committee member) / Atkinson, Robert K. (Committee member) / Arizona State University (Publisher)
Created2014
Description
This study purposed to determine the effect of an endogenously designed instructional game on conceptual understanding of the associative and distributive properties of multiplication. Additional this study sought to investigate if performance on measures of conceptual understanding taken prior to and after game play could serve as predictors of game performance. Three versions of an instructional game, Shipping Express, were designed for the purposes of this study. The endogenous version of Shipping Express integrated the associative and distributive properties of multiplication within the mechanics, while the exogenous version had the instructional content separate from game play. A total of 111 fourth and fifth graders were randomly assigned to one of three conditions (endogenous, exogenous, and control) and completed pre and posttest measures of conceptual understanding of the associative and distributive properties of multiplication, along with a questionnaire. The results revealed several significant results: 1) there was a significant difference between participants' change in scores on the measure of conceptual understanding of the associative property of multiplication, based on the version of Shipping Express they played. Participants who played the endogenous version of Shipping Express had on average higher gains in scores on the measure of conceptual understanding of the associative property of multiplication than those who played the other versions of Shipping Express; 2) performance on the measures of conceptual understanding of the distributive property collected prior to game play were related to performance within the endogenous game environment; and 3) participants who played the control version of Shipping Express were on average more likely to have a negative attitude towards continuing game play on their own compared to the other versions of the game. No significant differences were found in regards to changes in scores on the measure of conceptual understanding of the distributive property based on the version of Shipping Express played, post hoc pairwise comparisons, and changes on scores on question types within the conceptual understanding of the associative and distributive property of multiplication measures. The findings from this study provide some support for a move towards the design and development of endogenous instructional games. Additional implications for the learning through digital game play and future research directions are discussed.
ContributorsDenham, Andrew (Author) / Nelson, Brian C. (Thesis advisor) / Atkinson, Robert K. (Committee member) / Middleton, James (Committee member) / VanLehn, Kurt (Committee member) / Arizona State University (Publisher)
Created2012
Description
Guided by cognitive, socio-cognitive, and socio-cultural learning theories, large-scale studies over multiple semesters, multiple instructors and at two different institutions have been performed in order to understand the factors that contribute to student performance in general organic chemistry. Students’ cognitive abilities were assessed in a new way based on a categorization of problem types in a standard organic chemistry curriculum. Problem types that required higher cognitive load were found to be more predictive of overall course performance. However, student performance on high cognitive load problems was different when compared in terms of non-cognitive factors, e.g. whether they were pre-health students or not. These results suggested that organic chemistry performance may be significantly influenced by non-cognitive factors. Students’ motivation and related self-regulation factors were then studied using an instrument specifically designed for general organic chemistry, the Organic Chemistry Motivation Survey. Of all the factors examined, self-efficacy was found to be the most significant predictor of performance. Socio-cultural factors were also studied using a newly developed instrument for measuring college students’ cultural and social capital, the Science Capital Questionnaire (SCQ). Of the different socio-cultural variables measured by the SCQ, students’ social connections in college were found to be most predictive of organic chemistry performance. Finally, cognitive and socio-cognitive variables were studied together in the context of gender differences in organic chemistry. Females were found to underperform in comparison to the males. This gap was found to be alarmingly large on the basis of final letter grade, in some semesters the percentage of males earning an A grade was twice as large as that for females. Spatial ability was not a factor that contributed to this difference, nor was the gender of the instructor. Instead, self-efficacy was found to be both significantly different between males and females, and also the factor that connected most strongly to course performance. It is suggested that sociocultural factors be the subject of further study in college science courses.
ContributorsAustin, Ara Cho (Author) / Gould, Ian R. (Thesis advisor) / Atkinson, Robert K. (Committee member) / Williams, Peter (Committee member) / Arizona State University (Publisher)
Created2018
Description
The construction industry has been growing over the past few years, but it is facing numerous challenges, related to craft labor availability and declining productivity. At the same time, the industry has benefited from computational advancements by leveraging the use of Building Information Modeling (BIM) to create information rich 3D models to enhance the planning, designing, and construction of projects. Augmented Reality (AR) is one technology that could further leverage BIM, especially on the construction site. This research looks at the human performance attributes enabled using AR as the main information delivery tool in the various stages of construction. The results suggest that using AR for information delivery can enhance labor productivity and enable untrained personnel to complete key construction tasks. However, its usability decreases when higher accuracy levels are required. This work contributes to the body of knowledge by empirically testing and validating the performance effects of using AR during construction tasks and highlights the limitations of current generation AR technology related to the construction industry. This work serves as foundation of future industry-based AR applications and research into potential AR implementations.
ContributorsChalhoub, Jad M (Author) / Ayer, Steven K. (Thesis advisor) / Ariaratnam, Samuel T. (Committee member) / Atkinson, Robert K. (Committee member) / Arizona State University (Publisher)
Created2019
Description
Electronic books or eBooks have the potential to revolutionize the way humans read and learn. eBooks offer many advantages such as simplicity, ease of use, eco-friendliness, and portability. The advancement of technology has introduced many forms of multimedia objects into eBooks, which may help people learn from them. To help the readers understand and comprehend a concept that is put forward by the author of an eBook, there is ongoing research involving the use of augmented reality (AR) in education. This study explores how AR and three-dimensional interactive models are integrated into eBooks to help the readers comprehend the content quickly and swiftly. It compares the reading activities of people when they experience these two visual representations within an eBook.
This study required participants to interact with some instructional material presented on an eBook and complete a learning measure. While interacting with the eBook, participants were equipped with a set of physiological devices, namely an ABM EEG headset and eye tracker during the experiment to collect biometric data that could be used to objectively measure their user experience. Fifty college students participated in this study. The data collected from each of the participants was used to analyze the reading activities of people by performing an Independent Samples t-test.
This study required participants to interact with some instructional material presented on an eBook and complete a learning measure. While interacting with the eBook, participants were equipped with a set of physiological devices, namely an ABM EEG headset and eye tracker during the experiment to collect biometric data that could be used to objectively measure their user experience. Fifty college students participated in this study. The data collected from each of the participants was used to analyze the reading activities of people by performing an Independent Samples t-test.
ContributorsJuluru, Kalyan Kumar (Author) / Atkinson, Robert K. (Thesis advisor) / Chen, Yinong (Thesis advisor) / Walker, Erin (Committee member) / Arizona State University (Publisher)
Created2017
Description
The construction industry has struggled with a disappointing safety record, with workers often failing to identify hazards on construction sites. While virtual reality (VR) training has shown promise in improving hazard recognition skills, it is essential to address not only the ability to identify hazards but also the factors influencing workers' decision to report them. Research has revealed that workers often fail to recognize hazards when they perceive them as low-risk, leading to unreported hazards and persistent safety risks. Anticipatory emotions play a crucial role in driving risk aversion, but construction novices lack the emotional experiences necessary for developing such anticipatory emotions. Consequently, they may engage in careless and risk-friendly behavior. To address this issue, hazard recognition training should incorporate immersive and emotionally arousing VR experiences. This dissertation focuses on the development of emotionally arousing and realistic construction-specific simulations to assess their impact on construction novices. The research explores the aspects of a simulation that facilitate emotional arousal and identifies features that enhance the sense of presence for construction practitioners within a virtual construction environment. Subsequently, the developed VR experience is tested on construction novices. The results indicate that the VR experience, based on the findings of this research, effectively elicits significant arousal in participants, as evidenced by galvanic skin response (GSR) data. Thematic analysis of participant feedback further supports the physiological data, with participants reporting a realistic and emotional experience that immersed them in hazardous conditions on a construction site. Ultimately, this research contributes by identifying the crucial aspects necessary for developing construction-specific VR experiences that elicit arousal from participants, ensuring an immersive and emotionally engaging hazard recognition training. By incorporating such training methods, the construction industry can improve workers' hazard identification and reporting behaviors, thereby enhancing overall safety in construction sites.
ContributorsPatil, Karan Ravindra (Author) / Ayer, Steven K. (Thesis advisor) / Hallowell, Matthew R. (Committee member) / El Asmar, Mounir (Committee member) / Bhandari, Siddharth (Committee member) / Arizona State University (Publisher)
Created2023
Description
The semiconductor manufacturing business model provides unique challenges for the design and construction of supporting fabrication facilities. To accommodate the latest semiconductor processes and technologies, manufacturing facilities are constantly re-tooled and upgraded. Common to this sector of construction is the retrofit project environment. This type of construction project introduces a multitude of existing conditions constraints and functions entirely differently than traditional new-build projects. This facility conversion process is further constrained by owner needs for continuous manufacturing operations and a compressed design/construction schedule to meet first-to-market milestones.
To better control the variables within this project environment, Building Information Modeling (BIM) workflows are being explored and introduced into this project typology. The construction supply-chain has also increased their focus on offsite construction techniques to prefabricate components in a controlled environment. The goal is to overlap construction timelines and improve the productivity of workers to meet the increasingly demanding schedules and to reduce on-site congestion. Limited studies exist with regards to the manufacturing retrofit construction environment, particularly when focusing on the effectiveness of BIM and prefabrication workflows. This study fills the gap by studying labor time utilization rates for Building Information Modeling workflows for prefabrication of MEP (mechanical/electrical/plumbing) and process piping equipment in a retrofit construction environment.
A semiconductor manufacturing facility serves as a case-study for this research in which the current state process for utilizing BIM for prefabrication is mapped and analyzed. Labor time utilization is studied through direct observation in relation to the current state modeling process. Qualitative analysis of workflows and quantitative analysis of labor time utilization rates provide workflow interventions which are implemented and compared against the current state modeling process.
This research utilizes a mixed-method approach to explore the hypothesis that reliable/trusted geometry is the most important component for successful implementation of a BIM for prefabrication workflow in a retrofit environment. The end product of this research is the development of a prefaBIM framework for the introduction of a dynamic modeling process for retrofit prefabrication which forms the basis for a model-based delivery system for retrofit prefabrication.
To better control the variables within this project environment, Building Information Modeling (BIM) workflows are being explored and introduced into this project typology. The construction supply-chain has also increased their focus on offsite construction techniques to prefabricate components in a controlled environment. The goal is to overlap construction timelines and improve the productivity of workers to meet the increasingly demanding schedules and to reduce on-site congestion. Limited studies exist with regards to the manufacturing retrofit construction environment, particularly when focusing on the effectiveness of BIM and prefabrication workflows. This study fills the gap by studying labor time utilization rates for Building Information Modeling workflows for prefabrication of MEP (mechanical/electrical/plumbing) and process piping equipment in a retrofit construction environment.
A semiconductor manufacturing facility serves as a case-study for this research in which the current state process for utilizing BIM for prefabrication is mapped and analyzed. Labor time utilization is studied through direct observation in relation to the current state modeling process. Qualitative analysis of workflows and quantitative analysis of labor time utilization rates provide workflow interventions which are implemented and compared against the current state modeling process.
This research utilizes a mixed-method approach to explore the hypothesis that reliable/trusted geometry is the most important component for successful implementation of a BIM for prefabrication workflow in a retrofit environment. The end product of this research is the development of a prefaBIM framework for the introduction of a dynamic modeling process for retrofit prefabrication which forms the basis for a model-based delivery system for retrofit prefabrication.
ContributorsCribbs, John (Author) / Chasey, Allan (Thesis advisor) / Ayer, Steven K. (Committee member) / Giel, Brittany (Committee member) / Arizona State University (Publisher)
Created2016
Description
The country is facing infrastructure crises simultaneous with a labor shortage in fields related to construction management and engineering. These challenges necessitate better and quicker preparation of the incoming workforce so they are prepared to take on responsibilities with more skill and efficiency than has been expected previously. Educators can play a key role in equipping the leaders of this upcoming generation to deal with these challenges. If students are expected to graduate with more preparation and expertise, then educators must also adjust the ways in which they teach. There are many ways that these changes can be accomplished, and researchers play a critical role in exploring new classroom techniques and technologies that may improve the way education is delivered. This dissertation focuses on a high-impact emerging technology, augmented reality (AR), as a training mechanism for students that has the potential to play a crucial role in enhancing the way construction education is delivered. First, this research explores what skills and competencies are most frequently reported as critical needs by industry members by thematically coding open-ended responses of construction internship supervisors. Leveraging the results of this data, this research explores the viability of utilizing AR to simulate hands-on training and authentic learning in ways that target these skills and competencies. The research presented in this dissertation consists of a series of subject tests involving custom-developed augmented reality applications. These full-scale, highly interactive construction mixed reality applications are designed to expose students to simulations of high-impact learning experiences but without the recurring costs of physical materials. Student behaviors and performance during these subject tests are thematically coded to reveal student behaviors and perceptions that contribute to learning objectives. The results of this research demonstrate high potential for AR as an educational tool while also suggesting best practices for creating and implementing these types of activities based on surprising and sometimes counterintuitive student behaviors during these AR experiences.
ContributorsMcCord, Kieren (Author) / Ayer, Steven K. (Thesis advisor) / London, Jeremi S. (Committee member) / El Asmar, Mounir (Committee member) / Arizona State University (Publisher)
Created2022