Matching Items (40)
Description
This research evaluates a cyber test-bed, DEXTAR (Defense Exercises for Team Awareness Research), and examines the relationship between good and bad team performance in increasingly difficult scenarios. Twenty-one computer science graduate students (seven three-person teams), with experience in cybersecurity, participated in a team-based cyber defense exercise in the context of DEXTAR, a high fidelity cybersecurity testbed. Performance measures were analyzed in addition to team process, team behavior, and workload to examine the relationship between good and bad teams. Lessons learned are reported that will inform the next generation of DEXTAR.
ContributorsBradbury, Aaron (Author) / Cooke, Nancy J. (Thesis advisor) / Branaghan, Russell (Committee member) / Roscoe, Rod (Committee member) / Arizona State University (Publisher)
Created2016
Description
The goal of this experiment is to observe the relation between synchrony and performance in 3-person teams in a simulated Army medic training environment (i.e., Monitoring Extracting and Decoding Indicators of Cognitive workload: MEDIC). The cardiac measure Interbeat-Interval (IBI) was monitored during a physically oriented, and a cognitively oriented task. IBI was measured using NIRS (Near-Infrared Spectrology), and performance was measured using a team task score during a balance board and puzzle task. Synchrony has not previously been monitored across completely different tasks in the same experiment. I hypothesize that teams with high synchrony will show high performance on both tasks. Although no significant results were discovered by the correlational analysis, a trend was revealed that suggests there is a positive relationship between synchrony and performance. This study has contributed to the literature by monitoring physiological measures in a simulated team training environment, making suggestions for future research.
ContributorsFedele, Michael A (Author) / Cooke, Nancy J. (Thesis advisor) / Gray, Rob (Committee member) / Roscoe, Rod (Committee member) / Arizona State University (Publisher)
Created2016
Description
Civilian and military use of remotely piloted aircraft (RPA) has significantly increased in recent years. Specifically, the United States Air Force (USAF) has an insatiable demand for RPA operations, that are responsible for fulfilling critical demands in every theater 24 hours a day, 365 days a year (United States Air Force, 2015). Around the clock operations have led to a manning shortage of RPA pilots in the USAF. The USAF MQ-9 “Reaper” Weapons School trains tactical experts and leaders of Airmen skilled in the art of integrated battle-space dominance (United States Air Force, 2015). Weapons Officers for the MQ-9 platform are also critically under-manned, with only 17% of allocated slots filled (B. Callahan, personal communication, January 28, 2016). Furthermore, the leading cause of training attrition has been attributed to lack of critical thinking and problem solving skills (B. Callahan, personal communication, January 28, 2016); skills not directly screened for prior to entering the RPA pilot career field. The proposed study seeks to discover patterns of student behaviors in the brief and debrief process in Weapons School, with the goal of identifying the competencies that distinguish the top students in Weapons School.
ContributorsDriggs, Jade B (Author) / Cooke, Nancy J. (Thesis advisor) / Niemczyk, Mary (Committee member) / Roscoe, Rod (Committee member) / Arizona State University (Publisher)
Created2017
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
Web-based learning resources have been criticized as being developed with minimal consideration as to the effectiveness of the design principles or guidelines used to create them. Extraneous material is oftentimes present and necessary for learners to engage in effective learning with multimedia learning material. Signaling learners towards important information between images and corresponding text has been shown to be an effective method for providing learners a way to quickly find information between the two parts of the learning material. However, not all signaling methods are equally effective in all applications. This study investigates a novel signaling method, using spatial isolation of text, as a way to signal learners in a web-based format compared to a traditional highlighting method and a non-signaled control group. Improved learning performance was observed for knowledge retention using text isolation as the signaling method, but no other significant effects were observed between the other conditions. Additionally, transfer of knowledge across all conditions showed no significant differences either. While minimal support for the effectiveness of isolated text signaling was demonstrated, the statistical means trend across all post-test knowledge assessments suggest that further evaluation of the novel signaling method is justified.
ContributorsChin, Joshua (Author) / Craig, Scotty D. (Thesis advisor) / Branaghan, Russell (Committee member) / Roscoe, Rod (Committee member) / Arizona State University (Publisher)
Created2017
Description
The American Heart Association (AHA) estimates that there are approximately 200,000 in-hospital cardiac arrests (IHCA) annually with low rates of survival to discharge at about 22%. Training programs for cardiac arrest teams, also termed code teams, have been recommended by the Institute of Medicine (IOM) and in the AHA's consensus statement to help improve these dismal survival rates. Historically, training programs in the medical field are procedural in nature and done at the individual level, despite the fact that healthcare providers frequently work in teams. The rigidity of procedural training can cause habituation and lead to poor team performance if the situation does not match the original training circumstances. Despite the need for team training, factors such as logistics, time, personnel coordination, and financial constraints often hinder resuscitation team training. This research was a three-step process of: 1) development of a metric specific for the evaluation of code team performance, 2) development of a communication model that targeted communication and leadership during a code blue resuscitation, and 3) training and evaluation of the code team leader using the communication model. This research forms a basis to accomplish a broad vision of improving outcomes of IHCA events by applying conceptual and methodological strategies learned from collaborative and inter-disciplinary science of teams.
ContributorsHinski, Sandra T. (Author) / Cooke, Nancy J. (Thesis advisor) / Roscoe, Rod (Committee member) / Bekki, Jennifer (Committee member) / Arizona State University (Publisher)
Created2017
Description
The science, technology, engineering, and math (STEM) education community is interested in using virtual reality (VR) to help students learn STEM knowledge. Prior research also provided evidence that VR learning can increase students’ motivation and learning achievement. However, it was not clear whether the effect of VR on learning was partly from sensory novelty and whether the effectiveness was sustainable. This study was to satisfy the concern on the sustainability of VR STEM learning in instruction and address the research gaps in exploring the effect of VR on a STEM learning experience with a consideration of novelty.
The study used a mixed-methods experimental design and involved a three-session VR STEM learning intervention. The quantitative data was collected through the intervention by survey questionnaire, session quiz, and pre- and post-tests, while the interviews were taken after the intervention. The structural equation modeling method was used to explore the relationships among factors in the VR learning experience. Longitudinal quantitative comparisons were conducted with the multiple imputation method. Its purpose was to evaluate the changing magnitude of factors across sessions. After quantitative analysis, interview transcripts were analyzed. They were used to triangulate or provide context for understanding of quantitative results.
The results showed that motivation and engagement play a critical mediation role in an effective VR learning experience. While individuals’ psychological responses and motivation may significantly increase in a VR learning experience for novelty, the novelty effect may not steeply decrease when individuals are becoming familiar with the novelty. This phenomenon is more observable in a VR condition having a high degree of immersion and embodiment. In addition, novelty does not necessarily increase learning achievement. The increase of learning achievement is more dependent on a match between the learning content and the learning method. The embodied learning method is appropriate for instructing difficult knowledge and spatial knowledge. Reserving enough time for reflection is important to deep learning in a VR environment.
The study used a mixed-methods experimental design and involved a three-session VR STEM learning intervention. The quantitative data was collected through the intervention by survey questionnaire, session quiz, and pre- and post-tests, while the interviews were taken after the intervention. The structural equation modeling method was used to explore the relationships among factors in the VR learning experience. Longitudinal quantitative comparisons were conducted with the multiple imputation method. Its purpose was to evaluate the changing magnitude of factors across sessions. After quantitative analysis, interview transcripts were analyzed. They were used to triangulate or provide context for understanding of quantitative results.
The results showed that motivation and engagement play a critical mediation role in an effective VR learning experience. While individuals’ psychological responses and motivation may significantly increase in a VR learning experience for novelty, the novelty effect may not steeply decrease when individuals are becoming familiar with the novelty. This phenomenon is more observable in a VR condition having a high degree of immersion and embodiment. In addition, novelty does not necessarily increase learning achievement. The increase of learning achievement is more dependent on a match between the learning content and the learning method. The embodied learning method is appropriate for instructing difficult knowledge and spatial knowledge. Reserving enough time for reflection is important to deep learning in a VR environment.
ContributorsHuang, Wen (Author) / Roscoe, Rod (Thesis advisor) / Johnson, Mina (Committee member) / Craig, Scotty (Committee member) / Arizona State University (Publisher)
Created2020
Description
Educational technologies can be great tools for learning. The implementation of learning aids and scaffolds within these technologies often make them effective; however, due to various problems, students may take more passive approaches to learning when using these educational tools. This tends to lead to interactions that impair learning. This study approaches this issue by reexamining the learner’s role when interacting with educational technologies. Specifically, the current study attempts to support learning and perceptions by inviting students to approach a learning task like an interface designer or instructional designer. These roles derive from a previous study on higher agency roles. The results of the current study indicate that participants learned across all conditions, suggesting the assignment of roles may not impair learning. However, learning outcomes did not differ between conditions. Additionally, the interface designer and instructional designer roles were more critical of the sounds and organizations of each video than the learner role. Limitations of the study and future directions are discussed.
ContributorsArnold, Samuel Troy (Author) / Roscoe, Rod (Thesis advisor) / Craig, Scotty (Committee member) / Niemczyk, Mary (Committee member) / Arizona State University (Publisher)
Created2020
Description
The utilization of multimedia videos has increasingly become more popular, especially in the field of education. In order to facilitate learning it is important to create a natural interaction between the learner and the on-screen material. This study focused on improving the facilitation of the information within a multimedia learning video by focusing on the gender and quality of computer-synthesized voices. Using a randomized pretest - posttest design the study looked at how the gender of the narrator affected a person's ability to learn and implement a new task. Narration was performed by a male and female, classic and modern synthesized voices to determine if there were gender effects across both generations of voices. The participants’ learned knowledge was assessed through a multiple-choice assessment and a word to image matching transfer assessment. Results showed no significant results. Future studies should consider a more reliable knowledge assessment and utilize and larger sample size.
ContributorsLefevre, Maryssa (Author) / Craig, Scotty (Thesis advisor) / Roscoe, Rod (Committee member) / Branaghan, Russ (Committee member) / Arizona State University (Publisher)
Created2019
Description
Visual aides, such as PowerPoint slides, hand-outs, and lecture notes on whiteboards, are often used in classrooms to convey important content to learners, especially in high school and college. When using these visual learning aides, it is important to consider which qualities of these presentations can affect learning— positively or negatively—and how those qualities interact with individual student characteristics. In the present study, we examine the overlap between audio and text and how the effects of overlap potentially interact with reading comprehension abilities. The examination of these potential influences on learning in this study is inspired by Cognitive Load Theory, the Dual-Channel Assumption, and prior research.
ContributorsHarry, Danielle (Author) / McNamara, Danielle (Thesis director) / Presson, Clark (Committee member) / Jackson, Tanner (Committee member) / Roscoe, Rod (Committee member) / Barrett, The Honors College (Contributor) / College of Liberal Arts and Sciences (Contributor)
Created2012-12