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  • About
  • 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.

Gamification in Introductory Computer Science

Behnke, Kara Alexandra 31 December 2015 (has links)
<p> This thesis investigates the impact of gamification on student motivation and learning in several introductory computer science educational activities. The use of game design techniques in education offers the potential to make learning more motivating and more enjoyable for students. However, the design, implementation, and evaluation of game elements that actually realize this promise remains a largely unmet challenge. This research examines whether the introduction of game elements into curriculum positively impacts student motivation and intended learning outcomes for entry-level computer science education in four settings that apply similar game design techniques in different introductory computer science educational settings. The results of these studies are evaluated using mixed methods to compare the effects of game elements on student motivation and learning in both formal and non-formal learning environments.</p>

Improving Teacher Comfort Levels and Self-Efficacy with Technology Integration and Application of Technology into the Elementary Education Curriculum through the Tech Buddy Program

Adams, Susan Christine 27 July 2016 (has links)
<p> Professional Development for technology integration into the elementary curriculum has been a costly and frequently ineffective endeavor. The idea for the Tech Buddy model came from this frustration. Teaming a teacher who had high comfort and self-efficacy levels with technology, however who still had much to learn, together with a teacher who was willing to learn, but had low comfort and self-efficacy levels seemed natural.</p><p> The study consisted of 13 educators and one Administrative Intern from the school of study. The study paired a mentor who had a high level of comfort and self-efficacy with ICT integration with a mentee who had a low level of comfort and self-efficacy with ICT integration as measured by a pre-study self-assessment. The pairs were formed using three types; two were same grade level pairs, two were adjacent grade level pairs, and two were nonadjacent grade level pairs. All participants attended one half-day release time per quarter, one two-hour planning time per quarter and one evening stipend time per semester. Three of the six pairs began the study using iPads. Three of the six pairs began the study using Chromebooks. Midway through the study, the pairs all switched in order to use the other devices. The researcher also conducted interviews of each participant midway and at the end of the study. At the conclusion of the study, each participant again took the self-assessment in an effort to determine if the study was affective in increasing comfort and self-efficacy levels with ICT integration into the curriculum. The conclusion of the self-assessment indicated an increase in comfort level and self-efficacy in all participants except one pairing. The results were mostly positive and expected, however, one of the pairing did not show anticipated growth in all areas of self-assessment.</p><p> The conclusion of the study indicated the Tech Buddy program is a viable option for increasing comfort and self-efficacy levels of ICT integration into the elementary curriculum. The use of one particular device over another did not seem of concern. Application of the model should pay particular attention to how each mentor perceives his or her role as mentor.</p>

One-to-one mobile devices in rural school districts| A mixed methods study investigating the impact of Khan Academy on mathematics achievement and teacher pedagogy

Dickinson, Brady D. 27 July 2016 (has links)
<p> Providing students with necessary intervention in the instruction of mathematics can be accomplished through the use of digital resources. Schools reaching a one-to-one (one device for every student) status have the ability to implement a digital intervention on a broad scale. For the purpose of this study, mixed methods research afforded an in-depth investigation into the impact of Khan Academy (digital intervention) embedded in a one-to-one program on student achievement, student perseverance with math, and teacher pedagogy within rural schools. The theoretical framework of educational technology integration known as Theoretical, Pedagogical, and Content Knowledge (TPACK) was woven into this study to answer the guiding research questions. While using Khan Academy in a one-to-one setting, participating students were tested twice a year utilizing the Measurement of Academic Progress (MAP) testing procedure provided by the Northwest Evaluation Association (NWEA). The testing data provided quantitative data for the study. In addition, interviews of teachers and administrators were conducted to reveal themes related to teacher pedagogy and student perseverance with mathematical problems. An analysis of MAP scores revealed that 9th- and 10th-grade high school students utilizing Khan Academy in a one-to-one program demonstrated significantly more growth when compared to national norms. The study involved 227 9th-grade and 114 10th-grade students from three rural high schools in the Pacific Northwest. Results from an analysis of means illustrated that each grade level demonstrated significantly greater growth when compared to national norms. When examined at the school level, each of the three sites once again exceeded growth norms. Further analysis of the interviews revealed a pedagogical shift directly related to the use of Khan Academy embedded in a one-to-one program. Themes related to the success of the program include the ability of Khan Academy to fill individual gaps and practice skills to mastery, the importance of student and teacher buy-in, and the ability for students to have daily, individual access to devices. Furthermore, the interviews revealed teachers and principals did not agree on whether Khan Academy impacts student perseverance; however, a theme related to Khan Academy&rsquo;s ability to impact confidence with math did emerge. This study fills gaps in the existing literature regarding the academic and pedagogical impact of Khan Academy on teaching and learning. In addition, this study addresses a gap in the literature regarding rural schools&rsquo; use of a digital mathematical intervention program as a means of blended learning. Implications for educational policy can result from this study given the current political climate surrounding one-to-one and blended learning deployments. This study demonstrates that when one-to-one deployments are paired with the use of Khan Academy, student achievement can be positively impacted.</p>

Blended learning and bottlenecks in the California State University system| An empirical look at the importance of demographic and performance analytics

Guarcello, Maureen Augusta 25 July 2015 (has links)
<p> In Fall 2014 over 460,000 students enrolled in the 23-campus California State University system; unfortunately, more than 20,000 qualified applicants were denied admission due to capacity and budgetary constraints. In response to continued overcrowding, the Chancellor's Office and Board of Trustees are investigating "bottlenecks," defined as anything limiting students' ability to graduate in a timely manner. Blended learning, a pedagogy combining face-to-face and computer-mediated instruction, presents a potential solution to alleviate overcrowding and bottleneck problems. </p><p> In an effort to investigate the extent to which student demographics and performance analytics explain student success outcomes in a popular blended learning psychology course, an explanatory sequential design was used to study 18,254 students enrolled in the course between 2006 and 2014. In the initial quantitative part of the design, logistic regression and traditional regression analysis were used to determine the predictors of those who chose to drop the course, those who ultimately passed the course, and then to investigate why some students received higher grades than others. Results revealed that race, gender, age, socioeconomic status, and early course participation were key predictors of success.</p><p> Some of the most significant findings &ndash; which included the fact that Mexican American, African American, and Filipino students were less successful in the course than their White counterparts &ndash; were examined in more detail in the qualitative part of the study that followed. Specifically, students who self-identified within these race/ethnicities provided a nuanced look at their own course experiences by completing questionnaires and interviews for the study. Thematic findings revealed socioeconomic status, time management, parents' education, and students' campus community as factors contributing to course performance. </p><p> This study represents one of few large-scale analyses of a blended learning environment focused upon learner outcomes, and it serves to inform the evaluative work surrounding student success interventions, including the ability to predict and understand student risk characteristics for dropping, failing, or performing poorly within a blended learning environment. Understanding the many reasons students engage in less successful behavior may inform student success strategies and alleviate bottlenecks, especially as the prevalence of blended learning courses increases within the California State University system.</p>

An investigation into multimedia in management education

Houldsworth, Elizabeth Jane January 1995 (has links)
No description available.

Gender differences in cooperative computer-based foreign language tasks.

Meunier-Cinko, Lydie Elisabeth January 1993 (has links)
This study investigates the issue of gender differences in computer-based foreign language activities. The experiment, conducted at the University of Arizona in the Fall of 1992, used as subjects students (N = 60) enrolled in intermediate French classes. Students were assigned to mixed- or same-gender dyads. All dyads engaged in a French cooperative task at the computer. The software-based pre- and posttests were composed of two parts: (1) vocabulary pertaining to description of people, and (2) geographical knowledge. Gain scores indicated no significant difference in overall learning between genders and dyad types. Further analysis of subscores revealed that females outperformed males significantly (p =.02) in learning vocabulary pertaining to description of people. Males outperformed females numerically in learning geographical facts. Differences between mixed- and same-gender dyads suggest that females tend to acquiesce to male factual preferences in mixed-gender dyads. The analysis of interaction patterns at the computer revealed that females tended to share keyboard control more than males in same-gender dyads. And, males tended to use more management statements with female partners than with male partners. Results from the MBTI personality test indicated that males and females tended to have different learning profiles. The analysis of gain scores indicated that overall, NFs and NTs learned significantly more than STs. Personality profiles also showed a significant effect (p =.03) on keyboard control. EJs controlled the keyboard significantly more than the other types. Likewise, results revealed a significant effect of personalities on overall amount of talk (p =.04), management statements (p =.02), and task statements (p =.06). EJs spoke more and used more management statements than the other types when in control of the keyboard. When not in control of the keyboard, EPs and IJs spoke more than the other types. Interestingly 'non-keyboard controllers' tended to compensate for the lack of keyboard control with verbal control. The overall results of this study established that learning achievement and interaction patterns were more strongly related to personality differences than to gender differences.

Exploring student interaction and reflection through the use of digital backchannel discussions

Donnelly, Heather J. 15 March 2017 (has links)
<p> A qualitative multicase study utilizing content analysis and qualitative coding techniques was conducted to explore the influence of the use of digital backchannels on student interaction and reflection during an in-class discussion. Data were collected from six front channel transcripts and twenty backchannel transcripts, which resulted from six backchannel discussions that were conducted in three different teacher education courses. Additional data were gathered from participant interviews of seven students who were enrolled in the participating courses. The outcome of the research indicates two main themes developed in regards to the influence of digital backchannels on student interactivity: (1) The content chosen for backchannel discussions influenced student &ndash; content and student &ndash; student interaction and (2) The design of the backchannel activity affected all three types of interaction. The content analysis indicated there was limited variation in the amount of dialogue dedicated to discussing content. Interaction with content was apparent in all six class sessions, and the nature of the digital backchannel activity encouraged interaction with content at a relatively high level, with evidence of students building knowledge, drawing conclusions, and asking additional questions throughout the activity. The structure of the backchannel design also influenced student interactivity. Three factors were instrumental in determining how interaction was affected: (1) Whether or not the separate backchannel groups were connected digitally to the front channel group, (2) The role the instructor took throughout the activity, and (3) The seating arrangement and number of group members in the backchannel groups.</p><p> The following primary theme emerged in relation to the second research question, which considered the influence of digital backchanneling on reflection: (1) Student reflective thinking was present and supported throughout the activity. All twenty-six front and backchannel transcripts displayed evidence of reflective thinking as measured by Rodgers (2002) criteria for reflection in an educational setting. The seven students interviewed agreed this type of thinking took place during the activity, and the technique gave them the opportunity to reflect more as compared to a verbal in-class discussion. Additionally, all seven students felt they would utilize the educational technology in their future classrooms, directly connecting their experience with current situations and new ideas.</p><p> Lastly, the third research question was designed to explore the overall learning experience associated with backchannel discussions. Two primary themes resulted in relation to the third research question (1) Digital backchanneling resulted in a meaningful, positive, and focused learning experience, and (2) Millennials/digital natives seem to be less comfortable with technology and multi-tasking when used in an educational environment.</p>

E-learning Factors Influencing Strategies| Multi-Case Study of Employee Training at a Higher Educational Institution

Surber, Angeline M. 10 March 2017 (has links)
<p> E-learning modality is a viable choice for higher educational students and due to many associated features with e learning methodologies, it has become a desirable business option tool for incorporating into educational and organizational training structures. Using e learning platforms is an effective way to manage training costs for employees, enhance organizational knowledge, update employee skills, remain competitive, and meet overall organizational goals. The problem is in a high tech, knowledge based society, in order for organizations and institutions to remain competitive and effective, it is important that management identify e learning technology factors and models that influence organizational training structures and examine how those e learning factors and models can be adopted, synergized, and strategized into the overall organizational strategic planning process. The purpose of this qualitative multi case study was to examine and gaining a deeper understanding of e learning modalities, factors, and technologies that influence organizational training models, adoption, and integration into overall institutional strategies for employee training at teaching and learning facilities. The participants of the study were from a Southwestern Community College institution, and included directors and operational staff members from two employee training facilities. Both purposeful and convenience sampling selections were used with a targeted sample size of 13 participants. Of the 13 participants for the study, three were excluded, which left a total of 10 participants. To gain relevant data to address the purpose of this study, data gathering consisted of participants&rsquo; responses to 17 open ended interview questions that addressed two overarching research questions. Through conducting a thematic analysis of the interview responses, eight respective categories emerged which aligned to the study&rsquo;s two research questions. Key findings noted in this research study were the cost and challenges to acquire and update e-learning resources and to be innovative. In conclusion, the participants from the different sites viewed the importance differently on how e learning should be a part of the overall organizational strategic plan and noted several e-learning factor similarities and differences. Future research is needed to examine factors affecting the adoption and integration of e learning training into business strategies from an in-house corporate training environment.</p>

A Comparison of Teacher Perceptions of Students' Abilities and Students' Self-Reported Technological Abilities

Sanders, Karalin 17 December 2016 (has links)
<p> This study focused on the perceptions of students and teachers regarding the use of instructional technology in the classroom. Participants in this study were from three school districts with student populations between 500-1,000 students in the southwest region of Missouri. Students were given a survey to determine a self-assessment of their own abilities to use certain technologies for learning purposes. Their teachers were given a correlated survey; however, teachers were asked to assess their students&rsquo; abilities to use certain technologies for learning purposes. A Mann-Whitney <i>U</i> test was conducted on the results of the surveys to determine if there was a statistical difference between the students&rsquo; and teachers&rsquo; responses. No statistical difference was calculated between students&rsquo; perceptions and teachers&rsquo; perceptions of students&rsquo; abilities to use instructional technology. Further, interviews were conducted with teachers to determine their perceptions of many aspects of the use of instructional technology, including the following: perceptions of teacher training regarding instructional technology, including preservice teacher training and professional development; pedagogical models teachers employ when using instructional technology; and barriers to the effective implementation of instructional technology in their respective classrooms. Findings revealed, overall, teachers think training regarding the use of instructional technology needs to be strengthened at both the preservice level and the professional development level. Further, teachers reported barriers to effective use of technology include a lack of viable equipment. Teachers were generally unfamiliar with pedagogical models regarding instructional technology.</p>

iPads in K-12 Schools| A Grounded Theory Study of Value

Townsend, Mary Beth 10 May 2017 (has links)
<p> This qualitative grounded theory study investigated the value of iPads in K-12 schools when used in one-to-one ratios. The purpose of the study was to understand the perspectives of teachers using iPads in one-to-one ratios for teaching and learning in the classroom and administrators responsible for the implementation of these devices. The problem was that little was known about the value iPads bring to teaching and learning when used in one-to-one configurations. Two research questions guided this study: From the viewpoint of a teacher, what is the perceived value of iPads when used in one-to-one settings for learning and instruction? and: From the viewpoint of an administrator, what is the perceived value of iPads when used in one-to-one settings for learning and instruction? In one phase, phenomenological interviews captured the lived experiences of 16 teachers using iPads to implement instruction. In a separate phase, a focus group with five administrators discussed their perceptions of the educational value of iPads. The findings of this study were uncovered through the analysis of transcripts of the interviews with teachers and two focus group sessions. The data were analyzed and coded to better understand the phenomenon. Through this analysis, six themes and related subthemes were discovered. These themes were (1) ease of use, (2) district support, (3) teacher mindset, (4) student-centered learning, and (5) evidence of the SAMR model of technology use. These findings may be useful for teachers who use the devices and administrators in school districts considering the adoption of the devices.</p>

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