- About
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The Global ETD Search service is a free service for researchers
to find electronic theses and dissertations. This service is
provided by the
Networked Digital Library of Theses and Dissertations.
Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
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Showing 261 to 265 of 265 (0.116 seconds)| 261 |
EFFECTIVENESS OF USING AUTOMATICALLY ADVANCED VS. MANUALLY ADVANCED INFOGRAPHICS IN HEALTH AWARENESSAsefeh Kardgar (18451410) 02 May 2024 (has links)
<p dir="ltr">Infographics are increasingly used as visual communication tools for conveying health information to diverse audiences. However, research is lacking on how specific infographic design factors influence learning outcomes. This study aimed to determine the comparative effectiveness of automatically advanced (Group A) versus manually advanced (Group B) infographics for promoting breast cancer awareness and knowledge. A mixed-methods quasi-experimental pretest-posttest design was utilized. The sample comprised 42 participants for analysis. Of these, the majority, 41 persons self-reported as female, with one participant indicating their gender as 'other.' Participant ages ranged from 25 to 55 years (M = 40.5, SD = 7.62). Most participants were well-educated, with graduate degrees or other advanced education beyond a bachelor's degree. Participants were randomly assigned to either the automatically advanced infographic group (Group A) or the manually advanced infographic group (Group B). Results indicated that Group B had significantly higher scores on the knowledge post-test compared to Group A, suggesting improved recall and comprehension of key information. There were no significant differences in cognitive load ratings or viewing duration between the groups. Qualitative feedback from participants suggested that Group B's manually advanced infographic facilitated better self-pacing and absorption of content. While the study's findings provide preliminary evidence supporting the efficacy of manually advanced infographics in learning complex health information, limitations are acknowledged. The research contributes to the design of patient education materials and underscores the necessity for further investigations across varied populations and health topics to understand the impact of infographic design more comprehensively on learning and behavior.</p>
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Developing a Rubric-Based Digital Formative Assessment Tool for Written Translanguaging Development with a Timesaving Approach / Utveckling av ett rubrikbaserat digitalt formativt bedömningsverktyg för skriftlig transspråkande-utveckling med ett tidsbesparande tillvägagångssätAhlström, Natasha January 2024 (has links)
Teachers have demanding jobs in often stressful, high-paced work environments with heavy workloads. This has been shown to have negative consequences on health and job retention. This study aimed to ease the burden teachers experience in at least one area of their jobs – formative assessments. This was done by developing a timesaving design framework based on the insights gained from language teachers’ formative assessment practices which center on translanguaging, or strategic principles for using multilingualism in teaching. The framework, grounded in researched UX and UI design principles that reduce cognitive load, was used to create a rubric-based digital formative assessment (DFA) translanguaging tool prototype that was then tested for its impact on teacher workload. The results indicated that the developed DFA tool had the potential to reduce teacher workload with relatively high user satisfaction. One of the most significant findings from the study was that the learnability design principle had the greatest impact on the timesaving design framework. Further findings show that the DFA tool may be most effective if used in conjunction with other more traditional formative assessment processes. This study benefits teachers who use or want to use DFA tools, but mostly developers and designers who want to create more efficient systems using timesaving design principles. This study’s contribution is a timesaving design framework, which can be used to design and build DFA tools for translanguaging learning development.
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Instructors and Underrepresented Students in Microbiology: Educational Digital Tool Use, Trends, Perceptions, and SuccessBradshaw-Ward, Danita M. 12 1900 (has links)
The purpose of this three-article dissertation was to expand knowledge and theory regarding digital tool use in biology laboratory courses, such as microbiology, which requires specific laboratory skill development through the perception of instructors and students. Article 1 establishes the broad digital literacy and fluency problem in education by providing definitions and the context behind digital literacy fluency and its impact on acquisition of knowledge in digital learning environments. The study provided a picture of the lack of knowledge about the use of digital tools in education and practical problems around appropriate implementation, infrastructure, and preparedness. Article 2 presents results of a literature research study about the foundational, pandemic-induced, and current digital tool use in biology and microbiology lab courses. Recommendations for improvement in digital tool implementation, pedagogical approach, and appropriate selection to meet learning outcomes were provided. Article 3 describes a 3-layered study to build a new instrument to understand minority-student perceptions of identity and digital literacy and technology barriers on student success in STEM courses. The study identified challenges and benefits of digital tool use in virtual microbiology lab courses, unique challenges of underrepresented populations, and the need to develop an instrument to capture the context of this unique population.
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Exploratory study of market entry strategies for digital payment platformsMarcinkowska, Anna January 2018 (has links)
The digital payment industry has become one of the fastest evolving markets in the world, but in the wake of its rapid advancement, an ever increasing gap between academic theory and the actual reality of this market widens - and especially so when it comes to entry theory. It is widely acknowledged that the world is moving towards an ever more homogeneous economy, but despite the fact that payment preferences differ greatly from country to country - research on this subject continues to revolve mainly around localized efforts. But as historical inequalities between poor and rich societies continue to dissipate - learning from nations at the forefront of technological advancement increases the likelihood that the developed strategy becomes applicable to an increased number of countries. By selecting a nation most conducive to technological growth, the purpose of this report is to map the present dynamics in its digital payment industry using both recent and traditional market entry theory. However, studies geared towards globalized strategy formulation cannot be assumed as having guaranteed access to internal company-data at all times. So in order to facilitate such studies, the level of dependency on primary data required for conducting such research needs to be understood first, which is why the work in this report is constrained strictly to data of secondary nature. This, not only to further map the characteristics of this market, but also to see how open the market is to public inspection. Ultimately, the academic contribution becomes that of providing a road-map towards adapting currently available market entry theory to suit the rapidly evolving conditions of the digital payment industry from a global perspective and, when failing to do so, the aim is to also explore avenues for further research towards this end goal.
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An evaluation of the effectiveness of a cognitive load based teaching method in a mixed ability grade 9 class, with special attention to learners' attitudes and engagement / An evaluation of the effectiveness of a cognitive load based teaching method in a mixed ability grade nine class, with special attention to learners' attitudes and engagementDavid, Joanne Munro 11 1900 (has links)
Mathematics Education / M. Ed. (Mathematics Education)
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