<p> Serious games are games, whose primary goal is not entertainment, but instead education (Michael &amp; Chen, 2005). They have the capability of presenting the educational material into a way that is more engaging than traditional classroom instruction. The researcher has decided to develop a serious game called National Pastime. National Pastime is an online role playing game with the main goal of motivating high school students to learn about the Japanese internment camps that were established in the United States during World War II. The game intends to improve the students' motivation with its engaging story and gameplay.</p>

Embodied interactions and learning have garnered a lot of interest among researchers and game designers in past years, especially with the recent development of consumer-level body sensory devices like the Microsoft Kinect. This study focused on examining whether embodied interactions, enabled by the Kinect, could lead to greater knowledge acquisition compared to traditional mouse-based interactions working with STEM-related (numeric systems) and language-related (Chinese character) learning in a virtual learning environment for adult learners. Embodied cognition, body movements and learning, cognitive processing theories were discussed as a theoretical framework for this study. A 3D virtual learning environment was designed, in which learners could interact with the instructional materials through either their body movements, or a mouse. The study utilized an experimental, two-group, pre- and posttest design. The experimental group used the Kinect-enabled embodied interactions and the control group used the traditional mouse-based interactions during an on-site learning intervention. Fifty-three adult participants were recruited and randomly assigned to either the experimental group or the control group. Scores from immediate posttest and delayed posttest between the two groups were compared with ANCOVA using pretest score as the covariate. Statistical results informed that embodied interactions enabled by the Kinect facilitated learning in numeric systems and Chinese characters for the participating adult learners. However, compared with the mouse interaction, the embodied interaction enabled by the Kinect did not lead to significantly better knowledge retention and application results in both immediate posttest and delayed posttest in numeric systems learning. And for Chinese characters learning, compared with the mouse interaction, the embodied interaction enabled by the Kinect did not lead to significantly better knowledge retention results in the immediate posttest either, but achieved significantly better performance in the delayed posttest. The study outcome implies that Kinect-based embodied interactions do not necessarily lead to better learning performances over traditional mouse-based interactions for adult learners. The performances may depend on subject areas, and at what time learners’ knowledge retrieval were evaluated. When designing computer-mediated learning modules, researchers and practitioners should not only look at the new technology and novel approaches to interacting with the computers, but also take the subject areas, learners, and time issues into consideration as well. / A Dissertation submitted to the Department of Educational Psychology and Learning Systems in partial fulfillment of the Doctor of Philosophy. / Summer Semester 2017. / June 23, 2017. / Embodied Interactions, Kinect, Learning / Includes bibliographical references. / Fengfeng Ke, Professor Directing Dissertation; Gordon Erlebacher, University Representative; Valerie J. Shute, Committee Member; Allan C. Jeong, Committee Member.

Use of real, authentic whole tasks in training has been the focus of current instructional theories and practical educational approaches (Merrill, 2002; Reigeluth, 1999; van Merrienboer & Kirschner, 2001). However, teaching authentic tasks poses challenges because of the complex nature of these tasks and the limited capacity of working memory. To overcome these challenges, van Merrienboer and Paas (1996) proposed the Four Components of Instructional Design (4C/ID) model to teach authentic complex skills without overloading the working memory. The model has four components: learning tasks, supportive information, procedural information, and part-task practice. Basing the 4C/ID model, Kester et al. (2001) suggest that presenting supportive information before and supportive information during the task practice would lead to more effective and efficient instruction than presenting the procedural information before and supportive during the practice tasks. Even though the ‘supportive before, procedural during’ information presentation format has been hypothesized to be superior to the other information presentation formats (i.e., supportive before, procedural before; supportive during, procedural before; supportive during, procedural during), not all empirical studies and findings confirm this particular hypothesis (Kester et al., 2001; Kester, Kirschner, & van Merrienboer, 2004a; Kester, Kirschner, & van Merrienboer, 2006). To explain these conflicting findings, differences in the degree to which learners were allowed or not allowed to review information presented prior to the practice session (learner control) was tested in this study. The purposes of this study were to (a) investigate the effects of the information presentation format on practice tasks, posttest, transfer test, mental effort, instructional efficiency, and performance efficiency, (b) investigate the effects of the learner control on practice tasks, posttest, transfer test, mental effort, instructional efficiency, and performance efficiency, (c) reveal the interaction effects, if there is, between the information presentation format and learner control on the practice tasks, posttest, transfer test, mental effort, instructional efficiency, and performance efficiency, and (d) assess the students’ attitudes toward the instructional modules. To accomplish these purposes, the study used 2x2 (n=4) factorial design to compare the effects of presenting supportive information before procedural information during the practice tasks with learner control (PS_L); presenting supportive information before procedural information during the practice tasks with system control (PS_S); presenting supportive information before procedural information during the practice with learner control (SP_L); and presenting supportive information before procedural information during the practice tasks with system control (SP_S). The dependent variables were practice task scores, post-test, transfer test, mental effort, time-on-task, instructional efficiency, and performance efficiency. The students completed a demographic survey, two modules with practice tasks, post-test, transfer test, and an attitude survey. The learner control group was enabled the students to go back and review supportive information during task practice within the entire course while the system control group were not able to go back to review the procedural information they receive prior to starting the task practice. Overall, ninety-hundred participants from a southern city in the United States are assigned to one of four conditions. The results revealed that students in the PS group performed significantly better on the practice tasks and posttest than students in the SP group; students in the learner control group performed significantly better than students in the system control group on the practice tasks and posttest. Even though no interaction found between the timing of information presentation format and learner control on the dependent variables, the post hoc results showed that presenting procedural information before the practice tasks with learner control led to a greater performance on the practice tasks, posttest, and instructional efficiency. Regarding to the post study learners’ attitude survey, the SP_L group showed more positive attitude toward the instruction than the other groups even though the PS_L group performed significantly better than the other groups. Overall, the study found some evidence that presenting procedural information before practice task was more effective and efficient than presenting supportive information before practice task when given learner control. In cases where it is possible to provide learner control (such as an online self-paced instructions), the findings in this study suggest that instructors use the PS presentation format. Considering the limitations of this study, the findings in this study are not conclusive. / A Dissertation submitted to the Department of Educational Psychology and Learning Systems in partial fulfillment of the Doctor of Philosophy. / Summer Semester 2017. / July 17, 2017. / cognitive load theory, four components of instructional design, instructional design, just in time model, learner control, timing of information presentation / Includes bibliographical references. / Allan C. Jeong, Professor Directing Dissertation; Gordon Erlebacher, University Representative; Vanessa P. Dennen, Committee Member; James Klein, Committee Member.

<p> An Investigation of Higher Education Faculty About Mobile Learning. Serena Brown, 2018; Applied Dissertation, Nova Southeastern University, Abraham S. Fischler College of Education. Keywords: mobile learning, mobile devices, technology integration, learning engagement, instructor perceptions, MLPS, UTAUT. </p><p> This applied dissertation was designed to investigate instructor perceptions about mobile learning among instructors in higher education. The study included the areas of influences of mobile technologies over the approaches of teaching and learning, use of mobile learning technologies to develop class instruction, use of mobile learning for professional learning, influences of mobile learning over the restrictions of time and space when acquiring knowledge anytime, anywhere, and mobile learning to facilitate teacher-student communications. An additional objective of this study was to add a more current literature source to the existing literature addressing instructor perceptions about mobile learning in higher education. </p><p> The writer used the Mobile Learning Perception Scale, a quantitative survey, using a cross-sectional survey design collecting data at one point in time during the study with nonprobability convenience sampling. </p><p> An overall analysis of the data revealed higher education instructors agreed (mean = 3.81, median = 4.00, mode = 4) with K12 teachers (mean = 4.09, median = 4.00, mode = 4) mobile learning techniques and tools were beneficial for use in the approaches to teaching and learning, influential in the development of classroom instruction strategies, useful for professional learning, influential over the restrictions of time when acquiring knowledge anytime, anywhere, and useful for facilitating teacher-student communication. </p><p> The results of this study provide administrators the benefit of insight into instructors&rsquo; perceptions and attitudes of mobile learning at the higher education level. Knowing higher education instructors&rsquo; perceptions and attitudes about mobile learning afford the institution a much-needed understanding of the direct determinants and influencing key moderators which inform behavioral intention and use of mobile learning technologies (Venkatesh, Morris, Davis, &amp; Davis, 2003).</p><p>

<p> Despite the robust literature surrounding the benefits of blended learning including improved student learning and positive student perceptions of learning (Bishop &amp; Verleger, 2013; O&rsquo;Flaherty &amp; Phillips, 2015), simply rearranging the structure of activities or incorporating technology does not ensure a more meaningful learning experience (Duffy &amp; McDonald, 2008; Gopal et al., 2010; Lim &amp; Morris, 2009; Mitchell &amp; Honore, 2007; Okojie, Olinzock, &amp; Boulder, 2006). There exists a danger of educators attempting the transition to blended learning without thoroughly understanding how it works (Ash, 2012). Considering the definition of blended learning as &ldquo;the organic integration of thoughtfully selected and complementary F2F and online approaches and technologies&rdquo; (Garrison &amp; Vaughan, 2008, p. 148), achieving meaningful learning in the blended classroom requires intentional design, mindful collaboration, and complete integration between the F2F experience and asynchronous online technology. Therefore, this study aimed to understand how anatomy faculty create meaningful learning spaces within their blended anatomy course. By conducting formal research that is focused on understanding the experiences of anatomy faculty in their blended learning course through the theoretical framework of community of inquiry, collaborative learning, and discovery learning, this study informs current and future undergraduate anatomy education by providing insight into how learning happens within this space.</p><p>

<p> The ever-changing workplace of current society calls for instructional shifts to the predominately traditional educational system in existence today. In order to successfully navigate a globalized culture, the instructional makeup and educational structure must include knowledge of core subjects, student-centered learning environments, as well as literacy and mastery of recognized 21<tt>st</tt> century competencies. Effective implementation of 21<tt>st</tt> century skills requires modifications in assessment practices, educational policy, research-based curriculum, and instructional design, providing students opportunity for deeper application and learning of content. Research is needed regarding pedagogical practices, incorporation of 21<tt>st</tt> century learning skills, and a student&rsquo;s perceptions of learning. This explanatory sequential mixed methods study explores upper elementary student perceptions surrounding choice in evidencing learning during student-driven assessments using self-selected technology-based platforms. Frequency analysis was used to examine quantitative data collected by the Likert-based Technology Choice &amp; Academic Efficacy Student Perception Survey. Survey results indicated strong majority agreement among participants concerning student choice of technology and evidencing learning. A principal components analysis revealed correlations in the data between technology-based choice during assignments and student&rsquo;s academic efficacy and engagement. Coding was used to examine qualitative focus group data, major themes emerged including Engagement, Efficacy, and Learning Process, all centered on a student&rsquo;s foundation of Experience and Exposure. Results indicate that practices including self-selected technology choice during assignment completion should be used to positively influence a student&rsquo;s perception of a task, shaping learner engagement, efficacy, 21<tt>st</tt> century mindset, and ownership in the learning process.</p><p>

<p> This study was conducted as part of California State University of Long Beach (CSULB) Research Foundation project tittle &ldquo;Internet of Things (IoT) and Ubiquitous Sensing in University Building Energy Management: Design, Optimization and Technology Demonstration&rdquo; funded by the California Energy Commission (CEC) EEETD grant and led by Dr. Massoud Nazari. The Emerging Energy Efficient Technology Demonstrations (EEETD) grant of the CEC is aimed to demonstrate and market the deployment of innovative pre-commercial energy efficiency technologies in existing buildings to promote early adoption of energy efficiency systems that will reduce energy consumption as well as costs for the building owner. </p><p> Despite the technological advancements for building management systems the actual market penetration is still relatively small in the commercial sector. One of the reasons for not investing on upgrades includes informational awareness. In the hopes to aid in that particular aspect, the following study provides a breakdown of the process for the commissioning of the new management system and demonstrates the scalability of the overall project by first focusing on the existing building such as identifying the building&rsquo;s energy end uses and circuit configuration for lighting, HVAC, and plug loads. Second, it details the customization for the new EMS, and the interoperability of the new smart devices and network architecture.</p><p>

<p> Although some middle school teachers integrate social media platforms into instruction, they generally use traditional and teacher-centered strategies rather than those that are innovative and student-centered. A gap exists in the literature on how teachers could use social media tools such as Edmodo to engage middle school students for innovative online collaboration. This qualitative case study explored the factors that contributed to the acceptance and use of Edmodo by middle school teachers in a Mid-Atlantic urban school district. Specifically, the research explored how teachers leveraged Edmodo to initiate and sustain networked collaboration with their students. The Unified Theory of Acceptance and Use of Technology 2 model, sociocultural development theory, and connectivism supported the conceptual framework. A criterion selection process was used to select 6 middle school teachers as participants. Data sources included 6 semi structured interviews, a focus group of 3 educational technology leaders, and school district documents. Data were analyzed using a priori codes based on the literature review and conceptual framework. Themes that emerged from the analysis included the following: acceptance and use of Edmodo as a communication platform, increased support of students&rsquo; organizational needs, enhancement of professional practice, initiation of networked collaboration, barriers and challenges in networked collaboration, and sustained networked collaboration. This research may contribute to positive social change by informing educational leaders and teachers on how to best leverage social media tools such as Edmodo in the middle school classroom to actively engage students in online collaboration, fostering a more student-centered learning environment.</p><p>

<p> Teacher preparation colleges and universities have been studied to determine best practices and respond to educational reform. Education as a whole has been criticized for the rate at which reform occurs. Technology in education has its roots in the early 1990s, but best practices to provide professional development to current teaching staff and in the teacher preparation programs continue to evolve.</p><p> This study shows the outcomes of a unique school-university partnership preparing pre-service teachers to purposefully integrate technology in their future classrooms. Six Duquesne University interns were followed through their university technology integration course and during their semester internship at a Pittsburgh area school district with technology rich classrooms. This investigation is distinctive as the interns were embedded field experiences focusing on technology prior to their student teaching experiences. In documenting the interns&rsquo; stories, their narratives further inform the effect of such opportunities and advance school-university partnerships for the purpose of better preparing teachers for today&rsquo;s technology-rich classrooms and reduce or eliminate the Second Level Digital Divide.</p>

<p> Studies show that students in lower socioeconomic status (SES) districts tend to have fewer resources, and in turn have greater achievement gaps than their affluent peers from neighboring districts. In an effort to bridge these gaps, schools have turned to 1:1 computing to bring electronic resources to their students that they might not have otherwise. However, to date there are minimal studies indicating whether or not high school students are willing to accept technology for classroom instructional purposes. This study examined the extent to which student demographic characteristics (e.g., sex, race/ethnicity, SES) are related to their acceptance of Chromebook use for instructional purposes during the initial implementation of a 1:1 initiative using framework of the Unified Theory of Acceptance and Use of Technology (UTAUT) model. This study used quantitative correlational methods, using data from a survey that was administered to 171 public high school students in the Midwest region of the United States. Results indicated that the UTAUT model was upheld. Effort expectancy (EE) and performance expectancy (PE) positively predicted behavioral intention (BI), and race/ethnicity also had a relationship with BI. This study also found statistically significant interaction effects for experience &times; PE as well as gender &times; EE. Additionally, this study found that while including SES as a moderating effect did not result in statistically significant effects, the inclusion of the PE &times; SES and EE &times; SES interaction effect in the model resulted in a statistically significant relationship between race/ethnicity and BI.</p><p>