VTechWorks Repository :: Browsing by Author "Cennamo, Katherine S."

Browsing by Author "Cennamo, Katherine S."

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Adult-child Differences in Spatial Learning in an Immersive Virtual Environment as a Function of Field-of-view
McCreary, Faith Anne (Virginia Tech, 1997-10-03)
Despite the potential of immersive virtual environments (VEs) as educational tools, little is known about how VE system parameters impact a child using the environment. Designers of VE applications targeted at children must rely on studies done with adults to guide their design decisions. The failure to understand how children differ from adults in their responses to VEs poses a serious obstacle to the design of effective learning environments for children. The main goal of this research was to quantify the impact of varying one VE system parameter, field-of-view, on large-scale, spatial learning in middle elementary schoolchildren and the incidence of side-effects in that population in an immersive VE. The other goals of this research were to identify 1) how, and if, middle elementary schoolchildren's responses to this environment differ from that of adult participants, and 2) how, and if, gender changed participant performance and responses. Adults and 7-9 year old children were taught a U-shaped route through a six room virtual house, while wearing a helmet mounted display (HMD). Participants viewed the environment under monoscopic conditions with the horizontal field-of-view (HFOV) of the display set at either 30 or 48 degrees. Head tracking was not enabled as the children were unable to maintain a normal head position while wearing the HMD. After the learning period, participants performed tasks designed to assess spatial knowledge of the space: 1) locomotion efficiency was measured by the number of collisions with objects, 2) landmark knowledge was measured by the participant's ability to recognize photos of objects found in the environment 3) route knowledge was measured by the participant's ability to correctly re-trace the route and name the sequence of landmarks along the route, 4) configuration knowledge was measured by the participant's ability to point to occluded landmarks, make spatial inferences, and construct a model of the environment. Participants also completed a simple questionnaire which assessed the incidence of equipment difficulties and side-effects, general enjoyment, and the sense of presence in the VE. Additionally, the participant's vision and balance was checked before and after immersion in the VE. Locomotion, route knowledge, and configuration knowledge efficiency increased significantly with both age and FOV. At the smaller FOV, both adults and 7-9 year olds developed a significantly lesser degree of spatial knowledge, with the effect being amplified in the 7-9 year olds. In general, the more sophisticated the level the spatial knowledge required by a task, the greater the impact of FOV and age, with configuration knowledge being achieved significantly less frequently than route knowledge. Gender also significantly impacted the development of configuration knowledge. Only landmark knowledge did not change with age, FOV, or gender. Also, the incidence of VE balance side-effects decreased significantly with age and was impacted by gender. The incidence of equipment difficulties also decreased with age,with significantly more, and longer, breaks being taken by 7-9 year olds than by adults. Further, general enjoyment of VE immersion and presence decreased significantly with age.
The Assistive Technology Skills, Knowledge, and Professional Development Needs of Special Educators in Southwestern Virginia
Gustafson, Glenna Scarborough (Virginia Tech, 2006-04-05)
Assistive technologies can aid in removing many of the barriers that students with disabilities face in today's classroom. This study addressed special educators' perceptions of the facilitators for the successful implementation of assistive technology devices, skills and knowledge, and need for professional development. A self reporting questionnaire was designed to collect data. The questionnaire was mailed to 1164 special educators in southwestern Virginia. Educators reported that funding, time, technical assistance, assistive technology awareness and knowledge, professional development opportunities, and administrative support were highly important facilitators to the successful implementation of assistive technology. Special educators revealed an average level of skills and knowledge and need for professional development on 25 out of 27 assistive technology competencies. Furthermore, educators reported a preference for professional development opportunities in group settings that involved hands-on learning experiences.
Building a tool for determining e-learning readiness in organizations: A design and development study
James-Springer, Cathy Daria (Virginia Tech, 2016-05-04)
E-learning continues to gain popularity as a way of delivering instruction in the workplace. However, adoption of e-learning is often considered without determining organizational readiness for e-learning. Comacchio and Scapolan (2004) found that bandwagon pressures such as fear of losing competitive advantage often drive e-learning adoption decisions. Many organizations use various types of analysis to determine instructional need but often at a course level. An e-learning readiness analysis tool will add to existing tools but focus on the workplace organization as the unit of study. The purpose of this design and development study is to create an analysis tool for determining e-learning readiness in organizations. Four existing e-learning readiness models, Aydin and Tasci (2005); Chapnick (2005); Borotis and Poulymenakou (2005) and Psycharis (2005), were used as a basis for identifying factors affecting e-learning readiness which informed the tool design. Using developmental research-based practices the tool was developed for use by practitioners. This study describes the design and development of the tool and the expert review used in the validation of the tool.
A Case Study on How Workers in a Fast-paced Environment Go Through the Knowledge Life Cycle When Dealing with Critical Incidents
Fowlin, Julaine M. (Virginia Tech, 2014-04-27)
21st century work environments are becoming more dynamic; they are fast-paced and require critical incidents to be dealt with in a shorter time frame. At the same time, in order for organizations to survive knowledge management (KM) systems need to be in place that allow organizations to learn from these incidents and use the knowledge gained to solve new problems. The knowledge life cycle consists of three phases: create, preserve, and disseminate. The knowledge life cycle also involves the transformation of knowledge from tacit to explicit, which is important to shift knowledge from the individual level to the organizational level; this represents a very important objective of KM. KM is not a domain on its own but intersects with other areas such as organizational learning, performance support, and communities of practice. Learning and performance support are among the concerns of practitioners in the sister fields of instructional design and technology (IDT) and human performance technology (HPT). Yet still, there are not many studies that examine KM through the lens of these professions. There is a need for knowledge to be accessible and for structures to be put in place to facilitate the knowledge life cycle. The purpose of this study was to explore how workers in a fast-paced environment go through the knowledge life cycle when dealing with critical incidents, and the factors that acted as driving and restraining forces. A single instrumental case study research design was used to study employees of a walk-in computer software help desk. The HPT model along with principles and procedures of critical incident technique were used to create a framework for data collection, which included interviews, a focus group session, and examination of extant data. Findings revealed that workers went through the knowledge life cycle by making internal and external connections and both organizational and individual factors impacted the flow of knowledge. A disconnection between available tools and work processes posed the greatest barrier to going through all the knowledge life cycle process.
A Case Study Using Scenario-Based Design Tools and Techniques in the Formative Evaluation Stage of Instructional Design: Prototype Evaluation and Redesign of a Web-Enhanced Course Interface
Turner, Sherri Guilliams (Virginia Tech, 1998-10-30)
A Case Study Using Scenario-based Design Tools and Techniques in the Formative Evaluation Stage of Instructional Design: Prototype Evaluation and Redesign of a Web-Enhanced Course Interface. The main purpose of this study was to augment the formative evaluation process of instructional design through the incorporation of scenario-based design tools and strategies that focus on interface design. The test population was students from undergraduate "human development" courses at Virginia Tech, approximately 250 students. One prototype of a course web interface was tested and revised based on data collected during the formative evaluation process. The scenario data provided rationale for redesign considerations.
Citation Context Analysis of Theory Use in Instructional Design and Technology Academic Articles
Gentry, Wendy Ann (Virginia Tech, 2016-11-03)
Citations allow researchers to define relationships across articles and develop arguments by building on the work of others. This study explores citation of theory symbols in Instructional Design and Technology (IDT) academic articles. The term theory symbol is used to define a concept that, after its original publication, is subsequently incorporated by later writers through citation. Exploring the citation history of the seminal publications makes it possible to trace theory symbol use over time and thus to trace its dissemination in the field. A typology of theory symbol use in IDT academic publication is developed through a citation context analysis (CCA) of a sample of articles published in Educational Technology Research and Development (ETRD) and its predecessor journals (1953–2012) which incorporate theory symbols through citation. This analysis contributes to an understanding of how theory has shaped IDT disciplinary knowledge and augments discourse analysis and bibliometrics by examining the context in which theory is incorporated into academic publication.
The Comparability of Typographic and Substrate Variables in Legibility and Readability Research: An Integrative Review
Kamandhari, Helen Hendaria (Virginia Tech, 2018-05-02)
This study focuses on the ability, or inability, to replicate or compare the design of text-related research from the perspective of the independent or dependent variables employed in such designs. Prior text-related research has used variables that were not clearly described or defined, could not be directly compared from one study or time period to the next, or were applied inappropriately. Measurements of typography-related and substrate-related variables may have absolute or relative values, and confusion can arise if the variables are not clearly identified and defined. The study is an integrative review with mixed methods research design investigating 44 books and two websites (part 1), and 83 journal articles and four theses/dissertations (part 2). The integrative review shows that the sources investigated present neither essential information on typographic and substrate characteristics nor consistent definitions of legibility and readability in order to allow comparable replication from one study to another. Findings are displayed in Chapter 4. Discussion and the related details are presented in Chapter 5.
A Conceptual Model Incorporating Mindfulness to Enhance Reflection in a Situated Learning Environment
Stoner, Alexis Marino (Virginia Tech, 2016-05-02)
Key to designing instruction for situated learning is ensuring the ability of learners to transfer acquired knowledge to a variety of situations. Common to models of instruction and frameworks for situated learning is the importance of including activities for promoting reflection within the design of the learning environment. However, these models currently do not include detailed support for reflective practice that will help instructional designers prepare learners to meet the demands of situated learning. One method to meet the demand of the ill-structured nature of situated learning and provide adaptability for instructional design is through reflection-in-action and mindfulness. The purpose of this study was to apply design and development research methodologies to develop a conceptual model of reflection that incorporates mindfulness to enhance reflection-in-action within a situated learning environment. This model illustrates the relationship of incorporating mindfulness to help learners increase and direct attention to the present moment in order to improve performance through reflection-in-action. Based on the results of the study, mindfulness and reflection strategies are incorporated before, during, and after the learning experience to enhance reflection-in-action.
Constructing Guidelines for Building Communities of Practice for Supporting Faculty Professional Development in Electronic Environments
Bond, Mark Aaron (Virginia Tech, 2013-04-23)
Faculty who teach online courses at large research institutions have unique professional development and support needs. Communities of practice may provide a solution to feelings of isolation reported by faculty who teach online courses. Through a community of practice faculty may offer support to each and share online instructional best practices. Using a developmental study, research-based practices were operationalized using the ADDIE model to form guidelines for building and maintaining a virtual community of practice for online teaching faculty. An expert review validated and led the revision process for the set of guidelines. This study describes the development of the guidelines, the expert review, and the validation of the final product.
Creating Guidelines for Integrating Technology in English Foreign Language Classrooms in Saudi Arabia
Al Zahrani, Turki Saad (Virginia Tech, 2019-01-02)
The Saudi Arabia Ministry of Education (MoE) has implemented new policies and reform programs for English as a Foreign Language (EFL) teachers to integrate technology in their classrooms. Creating a set of guidelines may provide a solution to guide EFL teachers through implementing technology to teach EFL skills in their classroom. Using a developmental study, comprised of three phases (analysis, design and development, and evaluation and revision), research-based instructional strategies were operationalized using a set of guidelines instruction to guide EFL teachers to integrate technology in their EFL classroom. Using a comprehensive literature review and evaluation by expert reviewers and users, guidelines were designed and evaluated to provide EFL teachers with instructional strategies and supporting technology solutions to implement in their EFL classrooms. This study describes the development process of the guidelines, the expert review and users, and the validation and usability of the final product in the Saudi context.
Critical and Creative Thinking by Design: IDEA Studio
Baum-Combs, Liesl; Cennamo, Katherine S.; Newbill, Phyllis; Wagner, Teri (Institute for Creativity, Arts, and Technology: Center for the Arts, 2012)
Description of Instructional Design Framework Usage in the Development of Learning Objects
Moseley, Brian Isles (Virginia Tech, 2013-05-13)
The present study used a case study approach to gather information about learning object usage from multiple instructional design contexts. The study examined three case contexts: A non-profit organization, a corporate organization, and a military organization. The research obtained information from two sources within each context -- interviews conducted with current instructional design practitioners and documentation used within the process of developing learning objects -- to find out if, when, and how, instructional design processes are modified to accommodate learning objects as defined in publications reviewed in this study. The interview of the practitioners identified issues of instructional design process structure, context, and methods that were used in the context of their professional practice, as well as solicited their opinions on learning object uses for their particular context. A document analysis approach was then used to identify issues and themes within learning object development. Document analysis was also used to further explain and clarify the findings of the interview of the research participants.
Design Thinking Across Different Design Disciplines: A Qualitative Approach
Ondin, Zeynep (Virginia Tech, 2017-01-09)
Even though disciplines that are not traditionally affiliated with design have started to show interest in design thinking such as business, education, healthcare, engineering, and IT (Clark and Smith, 2008; Cross, 2007, 2011; Dorst, 2011; Finn Connell, 2013; Lawson, 2004, 2006; Owen, 2007; Razzouk and Shute, 2012) design thinking studies has tended to focus on limited design disciplines such as architecture, engineering design, and industrial design and there are not enough studies to prove that designers in different design fields perform design processes as design thinking literature proposed (Kimbell, 2011). This qualitative study explores the design process of professionals from different design disciplines, in order to understand the similarities and differences between their process and the design activities proposed by the design thinking literature. Design strategies of experts from different design disciplines were studied and compared, in relation to the activities proposed by the design thinking literature. This basic qualitative study was designed to use semi-structured interviews as the qualitative method of inquiry. This study employed purposeful sampling, specifically criterion sampling and snowball sampling methods. The researcher interviewed nine designers from instructional design, fashion design, and game design fields. A semi-structured interview protocol was developed and participants were asked demographic questions, opinion and values questions, and ideal position questions. Demographic questions provided background information such as education and number of years of design experience for the participants. Opinion and value questions were asked to learn what participants think about the research questions. Ideal position questions let participants describe what good design would be. The researcher analyzed the interview data and the results were reported in a way to demonstrate the differences and similarities within and across disciplines.
The Design, Development and Evaluation of a Web-based Tool for Helping Veterinary Students Learn How to Classify Clinical Laboratory Data
Danielson, Jared Andrew (Virginia Tech, 1999-07-07)
Veterinary students face the difficult task of learning to classify clinical laboratory data. In an effort to make this task easier, a computer and web based tool known as the Problem List Generator (PLG) was designed based on current literature dealing with learning theory and medical education which are reviewed in chapter 1. Chapter 2 describes the design and the development process for the PLG. The PLG allows the students to access any number of cases (determined by the professor) of increasing complexity which provide signalment, history, physical exam, and laboratory data for a number of patients. Using the PLG, students analyze the data, identify data abnormalities and mechanisms, arrange them in a problem list, diagnose the problem, and compare their problem list and diagnosis to an expert problem list and diagnosis. The PLG was evaluated using a four step evaluation process involving an expert review, one-to-one evaluations, small group evaluations, and a two-part field trial, and was evaluated in terms of clarity, feasibility, and impact. The PLG is usable, in terms of clarity and feasibility, though fixes are recommended. There is no evidence to infer, statistically, that the PLG has any effect on learning outcomes. However, trends in the quantitative data and logical inference based on the context of the evaluation suggest that the PLG might help students, particularly those of low and average ability to produce more accurate problem lists.
Development of a Knowledge Assessment System Based on Concept Maps and Differential Weighting Approaches
Tao, Congwu (Virginia Tech, 2015-10-27)
This study explored the feasibility and practicability of designing and developing a Knowledge Assessment System (KAS) for assessing different types of knowledge as defined in the revision of Bloom's Taxonomy (Anderson et al., 2001). The KAS created as a result of this study is based on concept maps and employs two differential weighting approaches. It is a developmental study, which includes the design phase, development phase and evaluation phase. The general software system design model (Sommerville, 2009) was adopted to guide the design of the Knowledge Assessment System based on its procedures, including system requirements analysis, architecture design, component design, interface design, and database design. The assessment criteria in this system are designed to be proposition-based and consist of either a non-weighting approach or a weighting approach, which can help provide instructors with flexible assessing methods as well as help them obtain a whole picture of what kinds of knowledge their students have grasped and to what extent the students have mastered that knowledge, based on the student-created concept maps. The two differential weighting approaches initially compare student-created concept maps with expert maps stored in the system. Because some correct propositions in student concept maps may be not included in the initial expert concept maps, the system is designed to continually refine the assessment criterion by inspecting and evaluating the correctness of the propositions in the student-created concept maps and adding the results to the system's database. The current system is able to assess three types of knowledge: factual, conceptual, and procedural, all of which are defined in the revision of Bloom's Taxonomy (Anderson et al., 2001). The assessment process begins with the assignment of different types of concept map tasks entered and stored in the Knowledge Assessment System. Following by student completion of the tasks and submission of a concept map, the submitted concept map is compared to the criteria stored in the system and a performance report is generated. The research results show that the Knowledge Assessment System based on concept maps and two differential weighting approaches can act as a useful tool for assessing students' factual, conceptual and procedural knowledge based on their concept maps.
Digital Game-Based Learning in K-12 Classrooms: Studying Effectiveness and Influential Factors in Instruction
Nino, Miguel Alfonso (Virginia Tech, 2019-05-02)
The adoption of new technologies in K-12 classrooms usually generates claims about their effectiveness, but in many cases, these claims are not carefully studied. Furthermore, conclusions drawn from effectiveness studies generally focus on technologies as the sole responsible factor for such effectiveness, without considering other factors and conditions. Through an integrative review, this study evaluated and critiqued the current status of K-12 digital game-based learning (DGBL) to determine the implications and limitations of these effectiveness claims, as well as problems when conducting this type of research. In addition, this study explored factors and conditions, beyond the digital game, that could have had an impact on effectiveness. Findings from this study can provide teachers and researchers a guide to effectively implement and research DGBL in K-12 classrooms, as well as conceptual classifications of factors and conditions that could play an important role when adopting digital games in instruction.
The Effectiveness of Oral Expression through the use of Continuous Speech Recognition Technology in Supporting the Written Composition of Postsecondary Students with Learning Disabilities
Snider, Richard Conrad (Virginia Tech, 2002-04-09)
A large number of individuals who are identified as having learning disabilities have deficits in written expression. Existing theory and research indicate that for those individuals oral expression not only precedes, but also exceeds their written expression capabilities. As a result, dictation has been investigated as an accommodation for these individuals. Research in this area indicates that dictation does tend to increase quality, length, and rate of production of written expression. This mode, however, has a number of shortcomings, including difficulties caused by social skills deficits and a loss of independence. Additionally, for universities providing this accommodation, the annual cost of providing a transcription service is high. Speech recognition has the potential to overcome these shortcomings, but presently little research has been conducted to investigate the advantages and disadvantages of this mode of writing. The purpose of this study was to examine the compensatory effectiveness of oral expression through the use of continuous speech recognition technology on the written composition performance of postsecondary students with learning disabilities. This writing mode was compared to a popular accommodation involving oral expression, using a human transcriber to create a verbatim transcription, and to a common visual-motor method of writing, using a keyboard without assistance. Analysis of the data revealed that students with learning disabilities in the area of written expression wrote significantly higher quality essays at a faster rate using the transcription and speech recognition modes of writing than they did using the keyboarding method of writing. There was no significant difference in the length of essays across the three treatment groups. This study suggests that current continuous speech recognition technology can offer postsecondary students with learning disabilities a method to write that is superior to keyboarding as indicated by measures of quality and rate of production. Since the speech recognition technology does not have the limitations of the transcription process (i.e., loss of independence and high cost), it may be the best alternative for postsecondary students with learning disabilities in the area of written expression to maximize their oral language strengths to more efficiently produce better quality writing.
The Effects of Cueing Learners to a Transfer Problem Prior to Instruction
Pienkowski, Nathan (Virginia Tech, 2002-02-01)
Prior research indicates that cueing or priming an individual prior to exposing them to a basic stimulus, either visual or verbal, will direct their perception and attention toward specific aspects of that stimulus. Furthermore, it suggests that those aspects of the stimulus that are attended or perceived may be related by the extent to which they afford the resolution of a problem, need, or state invoked by the cued phenomenon. The purpose of this study was to determine whether similar results would be found using content of a greater scale. In other words, the purpose was to determine whether the same cueing and priming results found using words and phrases would apply using entire instructional modules. Specifically, this study attempted to determine whether cuing individuals to an expected outcome performance prior to instruction would cause them to focus on those parts of the instruction needed to succeed on the outcome performance. It was hypothesized that prior cuing would result in superior performance on a transfer problem. Similarly, it was also hypothesized that, since the learner's attention would be directed toward specific parts of the instruction to the neglect of others, overall memory retention would be diminished for learners that were cued. To test these hypotheses, an experimental design was used with two overall groups: one receiving prior exposure to a transfer problem and one not. In addition, in order to avoid the possibility that any results could be generalized only to the subject matter being taught, two different subject domains were used: statistics and biology. Therefore, 115 undergraduate students were randomly assigned to one of four groups: (a) a statistics group receiving prior exposure to a transfer problem; (c) a statistics group without prior exposure to a transfer problem; (b) a biology group receiving prior exposure to a transfer problem; (d) a biology group without prior exposure to a transfer problem. Following instruction, each group received the transfer problem and recall test appropriate for the subject area covered during their instruction (statistics or biology). The resulting data was analyzed using two ANOVAs, one for retention and one for transfer. Neither ANOVA yielded significant results. Hence, the results reported in this study do not support either hypothesis.
The Effects of Individualism Vs. Collectivism on Learner's Recall, Transfer and Attitudes Toward Collaboration and Individualized Learning
McFeeters, Forrest Ethan (Virginia Tech, 2003-05-23)
This study examined the differences in achievement between groups exhibiting different cultural dimensions in a particular online instructional environment. Variables were measured concerning the relationship between instructional environments, cultural dimensions and online learner preference. The subjects of this study were a representative sample of groups of graduate students from different cultures. The instrument was composed of a treatment that was represented across two instructional environments. A web-based tool measured participant?s cultural dimension, recall, transfer of knowledge and learning preference. A 2 x 2 x 2 ANOVA analysis method was used to examine the effects of individualism and collectivism on learner preference and achievement (recall, transfer). Significance in transfer measures was found. This indicated deep understanding of materials for collectivist participants. Correlational analysis revealed significance between cultural dimension and learner preference for instructional methods. Findings were consistent with the body of literature on cross-cultural psychology.
The Effects of Online Time Management Practices on Self-Regulated Learning and Academic Self-Efficacy
Smith Terry, Krista (Virginia Tech, 2002-11-07)
The following study investigates the use of a web-based mechanism that was designed to attempt to influence levels of self-efficacy by engaging participants in an experimental procedure. The process encouraged participants to monitor their time management behaviors and engage in a self-regulated learning process. The study utilized a web-based tool in order to attempt to evoke these changes using current and emerging instructional technologies and tools. This mechanism provided participants with feedback on their time management behaviors as they progressed through a two-week process of setting goals, monitoring their time management practices, and receiving feedback. Although no significant findings were discovered via the statistical analyses, many implications regarding the development and implementation of future interventions can be inferred.

Browsing by Author "Cennamo, Katherine S."

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