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- All Subjects: Audio-visual education
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
Description
The current study investigated how multimedia pacing (learner-control versus system-paced) and presentation styles (visual-only versus audio/visual) impact learning physics concept material, mental effort, and self-efficacy. This 2X2 factorial study randomly assigned participants into one of four conditions that manipulated presentation style (visual-only versus audio/visual) and pacing of the content (system-paced versus learning-controlled). Participant's learning was measured by recording their retention of information and ability to transfer information. Measures of perceived difficulty (mental effort) and perceived ability (self-efficacy) were also obtained. No significant effects were observed in this study which doesn’t support the existence of either the modality or reverse modality effect at least in these noisier online learning environments. In addition, the hypothesis that their effects could be an artifact of experimental design could not be proven as the learner control condition did not yield any significant results.
ContributorsKrause, Tyler (Author) / Craig, Scotty D. (Thesis advisor) / Gray, Robert (Committee member) / Branaghan, Russell (Committee member) / Arizona State University (Publisher)
Created2018
Description
Multimedia learning has become increasingly popular as it proceeds to understand how different senses such as the visual and auditory systems work together to present information. The aim of the present study was to examine the effect of temporal contiguity, a principle of multimedia learning, while displaying images and narration of fruits and vegetables to increase memorization of content. 21 preschool students between the ages of 4 and 5 from Arizona State University’s Child Study Lab were recruited for the purpose of the study. Students received one of two versions of a short video while inside the classroom. The two videos displayed information either at the same time or successively. Children’s knowledge was assessed with a drag and drop categorization game. The findings show there were no significant differences between the two conditions. Future studies should consider a longer training period when developing multimedia learning technology to ensure content is retained.
ContributorsLang, Destiny Hope (Author) / Craig, Scotty D. (Thesis advisor) / Roscoe, Rod (Committee member) / Kupfer, Anne (Committee member) / Arizona State University (Publisher)
Created2019
Description
Multimodal presentations have been found to facilitate learning, however, may be a disadvantage for low spatial ability students if they require spatial visualization. This disadvantage stems from their limited capacity to spatially visualize and retain information from both text and diagrams for integration. Similarly, working memory capacity (WMC) likely plays a key role in a learner's ability to retain information presented to them via both modalities. The present study investigated whether or not the act of self-explaining helps resolve deficits in learning caused by individual differences in spatial ability, working memory capacity, and prior knowledge when learning with text, or text and diagrams. No interactions were found, but prior knowledge consistently predicted performance on like posttests. The author presents methodological and theoretical explanations as to the null results of the present study.
ContributorsGutierrez, Pedro J (Author) / Craig, Scotty D. (Thesis advisor) / Branaghan, Russell (Committee member) / Sanchez, Cristopher (Committee member) / Arizona State University (Publisher)
Created2014
Description
Social categories such as race and gender are associated by people with certain characteristics (e.g. males are angry), which unconsciously affects how people evaluate and react to a person of specific social categories. This phenomenon, referred to as implicit bias, has been the interest of many social psychologists. However, the implicit bias research has been focusing on only one social category at a time, despite humans being entities of multiple social categories. The research also neglects the behavioral contexts in which implicit biases are triggered and rely on a broad definition for the locus of the bias regulation mechanism. These limitations raise questions on whether the current bias reduction strategies are effective. The current dissertation sought to address these limitations by introducing an ecologically valid and multidimensional method. In Chapters 1 and 2, the mouse-tracking task was integrated into the implicit association task to examine how implicit biases were moderated in different behavioral contexts. The results demonstrated that the manifestation of implicit biases depended on the behavioral context as well as the distinctive identity created by the combinations of different social categories. Chapter 3 laid groundwork for testing working memory as the processing capacity for the bias regulation mechanism. The result suggested that the hand-motion tracking indices of working memory load could be used to infer the capacity of an individual to suppress the influence of implicit bias. In Chapter 4, the mouse-tracking paradigm was integrated into the Stroop task with implicit associations serving as the Stroop targets. The implicit associations produced various effects including the conflict adaptation effect, like the Stroop targets, which suggested that implicit associations and Stroop stimuli are handled by overlapping cognitive mechanisms. Throughout these efforts, the current dissertation, first, demonstrated that a more ecologically valid and multidimensional approach is required to understand biased behaviors in detail. Furthermore, the current dissertation suggested the cognitive control mechanism as a finer definition for the locus of the bias regulation mechanism, which could be leveraged to offer solutions that are more adaptive and effective in the environment where collaboration and harmony are more important than ever.
ContributorsRheem, Hansol (Author) / Becker, D. Vaughn (Thesis advisor) / Craig, Scotty D. (Committee member) / Gutzwiller, Robert S. (Committee member) / Arizona State University (Publisher)
Created2019