<p> The purpose of this quasi-experimental quantitative study was to investigate whether online interactive simulations would provide a positive improvement in learners&rsquo; ability to apply critical thinking skills in a dangerous work environment. The course in which an improvement in critical thinking skills was the target outcome was a course which addressed electrical safety-related work practices for electrical apprentices in dangerous work environments. The interactive simulation identified for this study provided different levels of high-fidelity simulations in a dangerous electrical environment, in which the learner was subjected to scenarios where that learner could face simulated injury or death. Critical thinking was measured by a post-Test instrument developed using a DELPHI process and designed to evaluate critical thinking skills in electrical scenarios presented in the simulation. An Independent Samples t-Test was conducted to determine if there was a significant difference, as determined by the post-Test, between a comparison group that did not use the simulation and an experimental group who did use the simulation. In this study, there was no significant difference between the comparison group and the experimental group on the post-Test. The theoretical framework examined in this study included constructivism, self-guided study, cognitive overload, and motivation; and the effect of each was discussed in the study. This research study identifies the need for additional research into the best use of interactive simulations in online course development.</p>

<p> The purpose of this research was to understand the perspectives of teachers and students regarding their use of specific e-textbooks in a higher education learning environment. The e-textbooks used by the teachers and students were examined in order to determine functions and features to focus on during the inquiry. This study was particularly interested in the design of e-textbooks and how they are used by both teachers and students in the learning process. The participants in the research were also prompted to suggest improvements to e-textbooks. </p><p> A case study approach was used as the methodology to examine three teachers represented three majors in three different colleges and a small sample of their students to gather information to answer the research questions. Qualitative data from multiple sources such as in depth interviews and document reviews were used to analyze and examine the overall utility of e-textbooks toward learning/teaching, and functions related to the instructional and navigational design of e-textbooks. </p><p> Results of this study showed that there was overall agreement that choosing books needs to be based on the quality of the material contained within the book, regardless of the format, print or electronic. E-textbooks facilitate teachers&rsquo; and students&rsquo; interactions and access to the materials and resources. However, both teachers and students viewed their e-textbooks as supplementary materials, even thought these e-textbooks allowed them to interact with the text using different tools. One recurring finding was how flexible e-textbooks are in individualizing student learning. Recommendations by students/teachers included the improvement of page layout, the interface, increasing window size, providing more complex tasks, keeping up with technology, and insuring the quality of information within the e-textbook. Implications for future research include further investigation into the use of e-textbooks as supplementary materials, and whether printed texts are also being considered as supplementary. Finally, there are indications that advanced technology may be changing how students learn and if e-textbooks reflect this change. Further research into this possible change in ways that students learn would shed additional light on this question.</p>

Thesis (M.B.A.)--University of Hong Kong, 1993.

Thesis (M.F.A.)--Brigham Young University. Dept. of Theatre and Media Arts, 2006. / Includes bibliographical references (p. 56-58).

<p> Paper Mechatronics is a new design medium that integrates traditional papercrafting with mechanical, electrical, and computational components. This multidisciplinary medium adds layers to the creative possibilities of traditional papercrafting. This dissertation presents computational design tools and techniques that I designed and developed to enable novices to build their own Paper Mechatronics. I begin with an overview to describe Paper Mechatronics as a new medium for learning by making. Then I illustrate the design considerations and development of tools and associated prototyping techniques to support novice designers. Finally, I report on Paper Mechatronics workshops as user studies, where I assess the tools and techniques and discuss findings and lessons learned from working with a group of children, educators, and fellow researchers. </p><p> These investigations show that Paper Mechatronics can be a compelling means for exploratory construction that promotes powerful ideas. Consciously designed tools and techniques can lower the entry bar for novice designers to actively explore their ideas through design and engineering. This work establishes a foundation for Paper Mechatronics as a medium to enable creative learning and open a further discourse on developing tools and techniques to widen access to exploratory construction, thus promoting creativity.</p><p>

<p> The purpose of this study was to explore the types of online tools and strategies used with problem-based learning. The target population for this study consisted of instructional designers who were currently working in the field and have four or more years of experience in designing problem-based curriculum using synchronous and asynchronous tools in an online environment. A modified Delphi method was used in this study that provided insights and consensus to answer the research question and sub-question by obtaining relevant information from expert instructional designers using three Delphi iterative rounds of statements. The findings of this study suggested that the combination of synchronous and asynchronous tools used in a problem-based environment could provide learners with a wider range of opportunities to learn and interact with their peers and instructors. The results of the study suggested certain synchronous and asynchronous tools may be more effective when supporting problem-based learning in an online training environment. The results of the study also suggested there were challenges using synchronous and asynchronous tools that supported problem-based learning.</p><p>

<p> The purpose of this research is to understand the usability challenges of wearable Global Positioning System (GPS)-based technologies for at home caregivers managing wandering effects for loved ones with Dementia, specifically those with Alzheimer's disease. A total of four devices and 14 U.S. participants were studied using semi-structured, in-person qualitative usability methodology and an open coding system in the style of Grounded Theory. Though the study evaluated issues solely related to usability, the results expanded to a much larger design paradigm to be considered for improved and more directed solutions for future advancements that is symbiotic between a company and its end user. The proposed "life-proofing ecosystem", which contains eight pillars within its framework (user experience, customer experience, accessibility, governance, marketing, business, technology, cultural sensitivity) aims for more balanced product evolutions and progressive innovation. Future studies may provide scalar measurements for assessments beyond the proposed framework and ecosystem. Ultimately, the goal is to provide practical guidelines for designing life-proof solutions in today's highly connected society.</p><p>

<p> This study explored the experiences of professors and instructional designers as they interact to design and develop a distance learning course. Six professors from several different universities who reported that their pedagogy improved after these interactions during the conversion process were identified and interviewed, along with the instructional designers with whom they collaborated, to determine what elements of the interaction led to the change in their pedagogical practices. The study used a Hermeneutics phenomenology approach employing a universal instructional design model (Merrill, 2013) and a threat regulation model of trust (Williams, 2007) to shape data collection and analysis. Analysis of the data showed that principles from the instructional design model (Merrill, 2013) were used by the instructional designers to communicate good teaching practices. Strategies from the trust-building model (Williams, 2007) were employed by the instructional designers as well as some of the faculty to reduce threats to collaboration. Faculty reported incorporating a more student-centered approach to their subsequent teaching, based primarily on improved student outcomes in these courses, including satisfaction, engagement, and retention of new knowledge. Four conclusions emerged from the findings: (a) Merrill&rsquo;s First Principles (2013) is a useful model for explaining student-centered practices in higher education, particularly the principle of using real-world problems in course design, (b) Williams&rsquo;s trust-building model explains some of the success of the professor/instructional designer interactions, (c) professors valued pedagogical support from experienced instructional designers, who facilitated changes in their thinking about pedagogy, and (d) professors were more likely to make changes in pedagogy when they could anticipate improved learning outcomes. Universities are recommended to implement the use of professional instructional designers and quality frameworks to introduce faculty to student-centered teaching practices. As change agents in the universities, instructional designers should take advantage of the opportunity to impact teaching practices in universities. Further research might explore how faculty incorporate new knowledge acquired as a result of interacting with instructional designers into their teaching. In addition, future studies could examine the incorporation of those features of instructional design that are not reflected in active learning methods, particularly the use of backward design to create connections between learning activities.</p><p>

<p> Delight is present in several types of experiences, including those involving the use of interactive systems. To a great extent, we notice when certain design features of such systems provoke our delight. Such a feeling is crucial since it influences our perspective towards the system&rsquo;s performance, functionality, or relevance to our everyday lives. In this sense, delight appears as a persuasive dimension of the user experience. Hence it is reasonable to ask if rhetoric can help us study the relationship between delight and a system&rsquo;s design features. In this dissertation, I have taken a set of concepts from rhetoric as lenses to examine the design of interactive artifacts, including static and dynamic interface components and interactions. Specifically, I tested the following rhetorical concepts: the function of an image, enthymeme, mode of appeal, trope and scheme, and metaphorical tension. Through my examinations, I illustrate one way to bring rhetoric into interaction design and show its potential for framing delight in interactive artifacts. As a result, I have formulated the concept of interaction delight and other constructs which together work as a preliminary theory of delight in interactive systems. Finally, I propose an interpretive examination method whose purpose is the articulation of compositional and experiential qualities of interactive systems regarding the functions of rhetoric: to persuade, to identify, to invite to understanding, to help in self-knowledge and self-discovery, and to shape reality. This method is intended to help an interaction design researcher account for how the system argues during the user experience.</p><p>

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