The purposes of this study were threefold: (1) to examine the effects of time spent on CAI on student attitudes, (2) to examine the effects of time spent on CAI among ability groups, and (3) to determine whether initial attitudes would be maintained throughout a school year, and if not, determine variables associated with an attitude shift.

The purpose of this study is to develop a simulator which would bridge the gap between theory and reality for the student of international marketing. The simulator developed is a computerized business game entitled "The International Marketing Simulator." The International Marketing Simulator contains a description of the model, player's manual, and scenario section, Incorporated in this section is information on how to input decisions into the computer game. The International Marketing Simulator also contains information on the functioning of the International Marketing Simulator. Some of the functions discussed were the demand function, production function, and the promotion function. When the demand function was discussed it was noted that price and promotion were interrelated. The last part of the International Marketing Simulator is a detailed story of each of six foreign countries which are used in the International Marketing Simulator. This section is called the scenario section since each country has a story about it which "sets the stage" for the computer game. There were four parts to the verification process of the International Marketing Simulator. The four parts were (1) making trial program runs an an IBM 360 computer, (2) verifying the logic of the model of the International Marketing Simulator, (3) students participating in making trial runs on the International Marketing Simulator, (4) conducting a before-after study with a control group.

The purpose of this proposed research study was to identify actual teaching practices/instructional strategies for online science courses. The identification of these teaching practices/instructional strategies could be used to compile a set of teaching practices/instructional strategies for virtual high school and online academy science instructors. This study could assist online science instructors by determining which teaching practices/instructional strategies were preferred for the online teaching environment. The literature reviewed the role of online and face-to-face instructional strategies, then discussed and elaborated on the science instructional strategies used by teachers, specifically at the secondary level. The current literature did not reflect an integration of these areas of study. Therefore, the connectedness of these two types of instructional strategies and the creation of a set of preferred instructional practices for online science instruction was deemed necessary. For the purpose of this study, the researcher designed a survey for face-to-face and online teachers to identify preferred teaching practices, instructional strategies, and types of technology used when teaching high school science students. The survey also requested demographic data information from the faculty members, including years of experience, subject(s) taught, and whether the teacher taught in a traditional classroom or online, to determine if any of those elements affect differences in faculty perceptions with regard to the questions under investigation. The findings from the current study added to the literature by demonstrating the differences and the similarities that exist between online and face-to-face instruction. Both forms of instruction tend to rely on student-centered approaches to teaching. / There were many skills that were similar in that both types of instructors tend to focus on implementing the scientific method. The primary difference is the use of technology tools that were used by online instructors. Online instructors tend to rely on more technological tools such as virtual labs. A list of preferred instructional practices was generated from the qualitative responses to the open-ended questions. Research concerned with this line of inquiry should continue in order to enhance both theory and practice in regard to online instruction. / by Tammy J. Gillette. / Thesis (Ed.D.)--Florida Atlantic University, 2009. / Includes bibliography. / Electronic reproduction. Boca Raton, Fla., 2009. Mode of access: World Wide Web.

Qu Cong. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2003. / Includes bibliographical references (leaves i-iii (3rd gp.)). / Abstracts in English and Chinese. / Acknowledgements --- p.i / Content --- p.ii / Abstract --- p.iv / Abstract (Chinese) --- p.vi / Chapter Chapter 1 --- Introduction --- p.1 / Chapter 1.1 --- Long Distance Laboratory --- p.1 / Chapter 1.2 --- Overview of Web-Based Laboratory --- p.3 / Chapter 1.3 --- Project of Development of Web-Based Laboratory --- p.5 / Chapter 1.4 --- Thesis Outline --- p.7 / Chapter Chapter 2 --- Laboratory Layout --- p.8 / Chapter 2.1 --- DC Motor System --- p.9 / Chapter 2.2 --- Coupled Tank System --- p.11 / Chapter 2.3 --- Mass-Spring-Damper System --- p.13 / Chapter 2.4 --- Ball and Beam System --- p.15 / Chapter 2.5 --- Configurations --- p.16 / Chapter Chapter 3 --- System Architecture --- p.18 / Chapter 3.1 --- Hardware Architecture --- p.18 / Chapter 3.2 --- Software Architecture --- p.21 / Chapter 3.3 --- Architecture Characteristics --- p.24 / Chapter Chapter 4 --- Control Methodology --- p.28 / Chapter 4.1 --- Basic Control Concepts --- p.28 / Chapter 4.2 --- System Modeling --- p.30 / Chapter 4.3 --- Controller Design Methods --- p.36 / Chapter 4.4 --- Digital Control --- p.42 / Chapter Chapter 5 --- Mass-Spring-Damper System --- p.45 / Chapter 5.1 --- System Setup --- p.45 / Chapter 5.2 --- Experiment Design --- p.49 / Chapter Chapter 6 --- Ball and Beam System --- p.58 / Chapter 6.1 --- System Setup --- p.59 / Chapter 6.2 --- Experiment Design --- p.61 / Chapter Chapter 7 --- Education Practice --- p.76 / Chapter 7.1 --- Practice and Analysis --- p.76 / Chapter 7.2 --- Remarks --- p.80 / Chapter Chapter 8 --- Conclusions and Future Work --- p.82 / Chapter 8.1 --- Concluding Remarks --- p.82 / Chapter 8.2 --- Future Work --- p.84 / Bibliography --- p.i

For the Degree of MCom by Dissertation in the Field of Information Systems / The study aimed to investigate the impact of the introduction of digital game-based learning (DGBL) and its effect on students’ perceptions of competence, usefulness, and enjoyment, as well as their achievement. The context of the study was a third year Business Process Management (BPM) module, within an information systems course at the University of the Witwatersrand. Eight research questions were formulated and ten hypotheses were derived. The study was underpinned by Deci and Ryan (2002)’s self-determination theory (SDT) of human motivation, which included two of the sub-theories of SDT, cognitive evaluation theory (CIT) and organismic interaction theory (OIT), as well as Ryan et al. (2006)’s adaptation of the construct of presence into SDT. The study adopted a single group natural experiment pre-post design and a longitudinal relational design. The study was conducted with a sample of 24 students. Three baseline surveys were used to measure students’ levels of intrinsic motivation, perceived competence and perceived usefulness. This was done prior to the introduction of IBM’s Innov8 2.0, which was the digital learning game used in the study. The baseline surveys were administered one week apart, prior to the introduction of the game. After the game was introduced, an endline survey was used to capture students’ levels of intrinsic motivation, perceived competence, perceived usefulness and presence with the game. Learning achievement was measured through the use of three assessments conducted one week, one month and two months after the end of the BPM course. Hypothesis testing was conducted using t-tests, correlation, and PLS regression techniques. Results confirmed significant effects of the digital game to decrease perceived competence, a positive relationship between intrinsic motivation and achievement, and a positive relationship between presence and intrinsic motivation. As a result of the study, we now know that DGBL effects achievement through intrinsic motivation when in close proximity to the assessments. DGBL can appear to decrease perceived competence as it appears to be a feedback mechanism, which should be seen as a positive rather than negative effect. Certain DGBL characteristics such as presence increase intrinsic motivation perceptions. / MT2017

The purpose of this quantitative design research study for fourth grade students was to examine whether a web-based Standardized Test Preparation Intervention for reading comprehension was more effective and efficient in improving student academic achievement in reading comprehension than a paper-based Standarized Test Preparation Intervention. It was found that the paper-based reading comprehension intervention was equally effective as the web-based.

The purpose of this project was to develop a teacher resource in which content is both standards based and student demonstrated as "fun" in which to participate. The form of this resource is a website called Engaged. It will ultimately consist of several folioed and interconnected web pages. Academic content is to be all teacher supplied. At risk youth are in danger of being left behind, not only in schools, but by society as a whole. Through classroom teachers it has the potential to provide at-risk-youth a vital bridge across the digital divide.

A disabling condition that is common for many senior adults is hearing impairment. Studies have shown that a substantial number of people who could benefit from amplification choose not to use hearing aid. Often the reasons may be because they have unrealistic expectations of what hearing aids can do. These unrealistic expectations are not necessarily from personal use, but the senior adult is often influenced by the media, acquaintances, or advertisements. The purpose of this study was to determine if a computer program developed with information about hearing aids and their use could be used to influence the expectations senior adults have regarding hearing aids. Thirty - five subjects were involved in this study. Thirty - two subjects were volunteers from Portland First Nazarene Church, two were from a local bank and one was a retired health professional. Seventeen of the subjects were selected to come to Portland State University to view a computer program about hearing aids. The other 18 were part of the control group and did not view the computer program. Ten days following the viewing a questionnaire was mailed to all thirty - five participants. The questions on the questionnaire related the expectations senior adults had about hearing aids in the following areas: cosmetic, acoustics, cost and upkeep, communication benefits, attitudes, acoustics, and comfort. The results were tabulated and percentages calculated. The results of this study indicated that, in general, senior adults have unrealistic expectations in many areas. In some areas such as acoustics, comfort, and ease of use senior adults' expectations seemed to be influenced by the information in the computer program. The information obtained in this study would indicate that senior adults' expectations could be influenced by information they received from a computer program. In many areas, such as the cosmetics, communication benefits, cost and attitudes the information provided by the computer program needs to be further developed and expanded in order for it to influence the expectations of senior adults about hearing aids.

The purpose of this study was to examine the effect of computer-assisted practice on English grammar and mechanics achievement of third grade students. Specifically, it investigated whether or not there was a significant difference when one group received traditional instruction with practice provided by means of workbooks and worksheets while another group received traditional instruction with practice provided by utilizing a computer.The subjects consisted of 74 students from Chapter I schools from a large, midwestern school corporation in an industrial community. The groups were from four intact classrooms with 41 students in the experimental group and 33 students in the control group.The instrument used was the Language Mechanics and Language Expression subtests of the Comprehensive Tests of Basic Skills (CTBS), Level E. Ability levels were determined by grade equivalent pretest scores. An analysis of covariance and a post hoc univariate analysis of covariance were used to determine results at the p<.05 level of significance.FindingsStatistical analyses revealed the following results:1. The experimental group made significantly greater gains than the control group in language mechanics and language expression achievement.2. There was no significant difference in language mechanics and language expression achievement with regard to gender or ability levels of the experimental group and the control group.3. There was a significant difference in language mechanics achievement, but not of language expression achievement, between the experimental group and the control group. The experimental group made greater gains in language mechanics achievement than the control group.ConclusionsBased on the findings of this study, the following conclusions were drawn:1. Computer-assisted practice significantly improved English grammar and mechanics scores of third grade students in this study, according to the Language Mechanics and Language Expression subtests of the CTBS.2. Computer-assisted practice did not significantly improve English grammar and mechanics of third grade students with regard to gender or ability.3. Computer-assisted practice significantly improved language mechanics scores, but not language expression scores, of third grade students.

published_or_final_version / abstract / toc / Education / Master / Master of Science in Information Technology in Education