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Description
This research examines the similarities and differences between relationships developed through interpersonal interactions within online fandom communities and those relationships developed through traditional in-person interactions such as those found within education or the workplace. Beyond the similarities and differences between the two forms of relationships, I discover phenomenologically what happens in the moment that two online friends meet in-person. To be precise, I analyze how individuals within fandoms categorize their relationships in terms of their willingness to confide in each other, their perceived honesty of themselves, and their mental image of one another and how it may have changed over the course of their relationship. We might expect that individuals maintaining a relationship through interactions within online fandom may maintain idealized images of their respective partners due to the aspect of self-censorship that is derived from asynchronous communication. Additionally, we might expect that while trust may be built upon this exaggerated image of one’s partner, a disruption in this image formed through an in-person interaction could potentially result in said trust crumbling. Using a qualitative analysis of three individuals participating within various fandom communities. Thus, we predict that individuals within online relationships take steps to build an idealized version of oneself that might not fully reflect an individual’s actual physical or mental character.
ContributorsLewkowitz, Aidan Alexander (Author) / Ingram-Waters, Mary (Thesis director) / Williams, Wendy (Committee member) / Department of Finance (Contributor) / Barrett, The Honors College (Contributor)
Created2021-05
Description
Theory Jam is a series of online, education videos that teach music theory in a fun, engaging way. Our project is a response to the growing need for successful online education content. It incorporates strategies for creating effective educational video content and engages with contemporary debates in the field of music theory surrounding the purpose of a music theory education.
ContributorsCannatelli, Joshua Bryce (Co-author) / Daval, Charles Joseph (Co-author) / Miller, April (Thesis director) / Scott, Jason (Committee member) / Tobias, Evan (Committee member) / Department of English (Contributor) / School of Film, Dance and Theatre (Contributor) / Barrett, The Honors College (Contributor)
Created2018-05
Description
This paper will be exploring a marketing plan for a Kpop Fan artist, Jennifer Lee. Kpop is a genre of music originating from South Korea that provides a whole-package entertainment. Fan artists are producers who create produce for the consumption and purchase of other Kpop fans. The paper will consider segmentation and the products and platforms that best target them in order to maximize revenue. A survey was performed with a sample size of 314 participants to find out consumer behavior and preference as well as producer situation. Consumers come from both the United States and abroad. Customers come directly and almost exclusively from followers. Therefore, increasing the number of followers on Instagram is essential to increasing revenue. Jennifer has time, resource, and ability constraints, while the market has limited potential. The conclusion is that Jennifer should become more organized as a business. To grow her following, she should cater more towards the most popular fandoms (BTS), make art tutorials, consider collaborations, and better inform followers of her products/services available for purchase. The social media platforms key to marketing Jennifer's products are Instagram and Twitter. Other platforms to be used to increase exposure are Tumblr, Amino Apps, DeviantArt, Reddit, and YouTube. She must also declutter all of these virtual storefronts of unnecessary content to varying degrees in order to build ease of access and a trustworthy brand image. The best platforms for transaction is a personal store, RedBubble (a website that allows users to sell a variety of products with their uploaded images printed onto them), Patreon, and in-person at conventions.
ContributorsXu, Everest Christine (Author) / Eaton, Kathryn (Thesis director) / Ingram-Waters, Mary (Committee member) / Department of Marketing (Contributor) / Barrett, The Honors College (Contributor)
Created2018-05
Description
Historically, television was based on forty years of hitting the “reset” button every week. While jokes can be episodic—such as your standard sitcom—an ongoing narrative must be serialized. Viewers unable to regularly tune-in week-by-week and those joining a serialized show late would often abandon the series, resulting in lowered ratings and potential cancellation. With Netflix’s season-long release model (beginning in 2013 with their original, House of Cards) you can watch the entire season immediately, which challenges whether the customary marketing campaigns appropriately serviced finding new viewers, or if the efforts adversely resulted in lower ratings.
Through the internet, long-established customs in traditional distribution and marketing are quickly becoming obsolete as audience expectations of content delivery are shifting within the digital age. Online distribution and marketing have proven to be viable models for Hollywood and independent filmmakers alike in building, refining, developing and retaining audiences. This paper examines digital distribution platforms (from open-access to streaming), revenue models (VOD “Video-On-Demand), SVOD “Subscription VOD”, AVOD “Advertisement VOD” and TVOD “Transactional VOD”), the digital shift and future of consumption patterns (the rise of mobile viewing and streaming), release models (appointment viewing vs. season-releases), the transition from episodic to serialization, as well as various practices and advancements in digital marketing.
From this study, I detail a marketing and distribution plan for my own project, “Kiss, the Chef” an eight-episode online series. I present potential distribution platforms to host the content, optimal release models for my serialized narrative, phases of revenue models to maximize windows of monetization and methods of digital marketing utilizing interactivity and social media.
Through the internet, long-established customs in traditional distribution and marketing are quickly becoming obsolete as audience expectations of content delivery are shifting within the digital age. Online distribution and marketing have proven to be viable models for Hollywood and independent filmmakers alike in building, refining, developing and retaining audiences. This paper examines digital distribution platforms (from open-access to streaming), revenue models (VOD “Video-On-Demand), SVOD “Subscription VOD”, AVOD “Advertisement VOD” and TVOD “Transactional VOD”), the digital shift and future of consumption patterns (the rise of mobile viewing and streaming), release models (appointment viewing vs. season-releases), the transition from episodic to serialization, as well as various practices and advancements in digital marketing.
From this study, I detail a marketing and distribution plan for my own project, “Kiss, the Chef” an eight-episode online series. I present potential distribution platforms to host the content, optimal release models for my serialized narrative, phases of revenue models to maximize windows of monetization and methods of digital marketing utilizing interactivity and social media.
ContributorsGoldman, Robert Taylor (Author) / Scott, Jason (Thesis director) / Maday, Gregg (Committee member) / School of Film, Dance and Theatre (Contributor) / Barrett, The Honors College (Contributor)
Created2018-05
Description
Millions of people every day log onto their computers to play competitive games with others around the world. Each of these players has their own unique personality and their own reasons for playing. To explore the relationship between player personalities and gameplay, this study asked participants to report their Myers-Briggs sixteen personality types and complete a survey that asked them questions about their behavior while games playing competitively online including their preferred in-game archetype and questions about how they interact with other players online. The survey also included the Grit Scale test, which which was intended to explore players' perseverance. Nearly 700 people participated in the study and all responses were analyzed based on their Myers-Briggs' personality type. While this study revealed that Myers-Briggs' personality type alone cannot determine a player's mindset while playing online, it was found to be an indicator of how they feel about socializing with others online. The implications of these results are discussed in this paper.
ContributorsKeyvani, Kurosh (Author) / Atkinson, Robert (Thesis director) / Chavez-Echeagaray, Maria Elena (Committee member) / Computer Science and Engineering Program (Contributor) / Barrett, The Honors College (Contributor)
Created2017-05
Description
This study analyzes syllabi for first-year college composition courses and interview responses to examine how the choices made by instructors affect online course design. Using the Syllabus Assessment Instrument designed by Madson, Melchert and Whipp (2004), this dissertation looks specifically at attendance and participation policies, course behavior policies, contact information, required material choices, course organization decisions and tool decisions to reveal how instructors do or do not accommodate online class pedagogies. This study finds that the choices instructors make in syllabus design provide significant information about the overall online course design itself. Using Selber's multiliteracies as a frame for understanding the choices made by instructors, this study finds that instructors focus primarily on functional literacies in their discourses and in the way they communicate their choices to students. Instructors vary in how they inform students of the mechanics of how to interact with tools, how often to interact with the online course, and how to use the tools within the online course. While these aspects of online courses are important, focusing on these aspects of the online course overshadows alternative perspectives on tool use that could encourage critical reflection by both instructors and students. To help instructors and departments design more effective syllabi and courses, this study raises questions and offers observations about how instructors communicate policies and how they understand these policies and pedagogies in online courses. In providing general guidelines for syllabus design and course design, this study will help writing instructors and composition programs better understand the significance of the choices they make in online course design.
ContributorsPfannenstiel, Amber Nicole (Author) / Goggin, Peter (Thesis advisor) / Daly Goggin, Maureen (Committee member) / Hayes, Elisabeth (Committee member) / Arizona State University (Publisher)
Created2013
Description
Innovations in undergraduate education have increased the prevalence of active learning courses, online education, and student engagement in the high-impact practice of undergraduate research, however it is unknown whether students with disabilities are able to engage in these innovative learning environments to the same extent that they are able to engage in more traditional learning environments. Universities, disability resource centers, and instructors are mandated to provide accommodations to students with disabilities for the purposes of prohibiting discrimination and ensuring equal access to opportunities for individuals with disabilities. Are accommodations being adapted and created for these new types of learning environments? This dissertation reports findings from four studies about the experiences of students with disabilities in these three learning environments, specifically examining the challenges students with disabilities encounter and the emerging recommendations for more effective accommodations. I find that students with disabilities experience challenges in each of these learning environments and that the current suite of accommodations are not sufficient for students with disabilities. I argue that institutions need to consider modifying student accommodations and the process for obtaining them to better support students with disabilities in these evolving learning environments. I also provide recommendations for the ways in which undergraduate science education can be made more accessible and inclusive of students with disabilities.
ContributorsGin, Logan Eugene (Author) / Brownell, Sara E. (Thesis advisor) / Cooper, Katelyn M. (Thesis advisor) / Collins, James P. (Committee member) / Stout, Valerie (Committee member) / Zheng, Yi (Committee member) / Arizona State University (Publisher)
Created2021
Description
Depression is one of the top mental health concerns among undergraduatesand disproportionately affects students who are underrepresented in science. As
such, understanding how emerging science learning environments, such as online
science courses, affect students with depression is integral to creating a more
inclusive scientific community. In this exploratory study, I interviewed 24
undergraduates with depression who were pursuing an online BS degree in
biological sciences at a research-intensive institution. I assessed how students
perceived depression affected their learning, and in turn, how online science
courses affected their depression. Using a hybrid approach of deductive and
inductive coding, I found that students’ reported depression negatively affected an
array of cognitive domains when learning science online, including students’
effort, focus, and time management. Students reported that the fast pace of online
courses, the lack of needing to show up to a class in person, and difficulty
developing relationships with other students commonly exacerbated their
depression. Conversely, the flexibility of completing coursework when and where
students wanted, developing a relationship with the instructor, and the ease of
having questions answered online positively affected students' depression. This
study provides insight into ways to create inclusive online learning environments
for students with depression.
ContributorsMohammed, Tasneem (Author) / Cooper, Katelyn KC (Thesis advisor) / Brownell, Sara SB (Committee member) / Collins, James JM (Committee member) / Arizona State University (Publisher)
Created2022
Description
Research suggests there is no significant difference in outcomes for online learners and on-campus learners. Several decades of online learning have also consistently demonstrated online students are less likely to persist than those students attending on campus. The Community of Inquiry (CoI) framework describes social presence, teaching presence, and cognitive presence as components of a quality online learning experience, and research links these three constructs to student retention. Using the lens of the CoI framework, this mixed methods action research study sought to increase social presence and teaching presence in asynchronous online courses at Davenport University using embedded video feedback mechanisms, in support of student persistence and retention. The Community of Inquiry survey instrument was used to quantitatively measure the changes in social presence and teaching presence between courses with and without the video feedback mechanisms. Qualitative research interviews were conducted to probe for meaning and a greater understanding of both student and instructor experiences in the courses. Results of the study indicated small but significant gains in teaching presence, but other quantitative measures showed no changes with the introduction of the videos. Qualitative analysis suggests that students who watched the instructor videos reported higher levels of teaching presence for several subconstructs of teaching presence and social presence. However, the qualitative analysis also suggested that many students did not watch the instructor videos, and thus did not benefit from any increased presence. Student discussion response videos yielded similar results qualitatively, with benefits demonstrated by those students who watched the videos but none by those who abstained.
ContributorsMiller, Brian John-Suydam (Author) / Salik, Steve (Thesis advisor) / Nelson, Brian (Committee member) / Nyambane, Gerald (Committee member) / Arizona State University (Publisher)
Created2022
Description
Crazed Oasis strives to create a community-based, sustainable clothing brand that looks and feels great, while creating a community that is safe and welcoming to individuals of all backgrounds. We strive to educate all about the world to provide an understanding and appreciation for all individuals and cultures. The current climate of the world is a crazy one, and the clothing industry is highly unsustainable. Crazed Oasis is creating the solution by building a community to create new friendships and connections while focusing on the important topics of the world, such as sustainability, mental health, human rights, arts and passions, and more. Through our clothing products, we will educate and create a culture of understanding through art.
ContributorsEllis, Connor (Author) / Byrne, Jared (Thesis director) / Lawson, Brennan (Committee member) / Plunkett, Nina (Committee member) / Higashino, Kat (Committee member) / Bauer, Nolan (Committee member) / Stephan, Roman (Committee member) / Adarsh, Sid (Committee member) / Barrett, The Honors College (Contributor) / The Design School (Contributor) / Department of Marketing (Contributor)
Created2023-05