Barriers to technology integration are not a new phenomenon for educators, however resolving the issues surrounding the barriers necessitates the use of appropriate methods to accurately identify them. The purpose of this study is to investigate (a) whether or not Gilberts Behavioral Engineering Model is an appropriate instrument for identifying barriers to technology integration in an educational setting, particularly a public school and (b) can Gilberts Behavioral Engineering model be used in a public school to identify barriers to technology integration. The research and design methods were conducted in two phases. In Phase I, a model usability study was conducted through an online Cause Analysis survey based on Chevalier's updated model. The survey was administered to 80 teachers and four administrators in a public school. In phase II, two expert reviewers validated the process used to implement the Behavior Engineering Model. The data from the Cause Analysis indicated that participants believed there was a lack of financial and non-financial incentives for integrating technology and that the management and reporting system did not adequately track the use of technology. The expert reviewers both agreed that Gilberts model was implemented correctly identified barriers to technology integration and revealed a performance gap. They also agreed that Gilberts model is appropriate to use in a public school setting. / Ed. D.

The purpose of this study is to investigate the phases of change process of integrating a quality development model into an information technology company in Turkey. While the transformation phases were being examined by a qualitative study, the factors that affect the change process also were investigated. This study explores the process of traveling through the way to CMMI (Capability Maturity Model Integration) level 3 certification by a company that gives information technologies service to banking sector. Since circulation of staff prevents us from obtaining what an exact number of workers, the company has about 450 employees. At the beginning, the company had no quality standards and most of the work processes were not documented, even documented processes were not consistent. After the commencement of the quality development project, work flows of processes were defined and documented. The company changed its organization according to the new process improvement model, called CMMI. In this case study, interviews performed with ten experts from inside of the company and three experts from outside of the company, observation diaries and assets of the company were data sources. Participant observation, questionnaire and document analysis were used as data gathering methods. Collected data were interpreted by descriptive analysis. As a result of the research, while resistance to change came out naturally, it is determined that transformation has four stages such as: &ldquo / motivation and adoption&rdquo / , &ldquo / adaptation&rdquo / , &ldquo / acceptance and implementation&rdquo / and finally &ldquo / use and improvement&rdquo / .

This research used quantitative and qualitative methodologies to investigate how working professionals are impacted and account for workplace cultural differences. This paper also sought to make a case for additional quantitative and qualitative research into what shapes and maintains culture by looking at leadership's knowledge of their organization's way of doing things and the impact these multiple knowledge areas have on performance. The literature review section analyzed performance improvement models, the effect of leadership, the behavior engineering model (BEM) and related models, organization culture, and performance. This work also outlined the methodology utilized in studying and reviewing culture and performance. This research aimed to determine a better understanding and increase the use of performance improvement and cultural models to aid organizations in achieving their missions.

21st century work environments are becoming more dynamic; they are fast-paced and require critical incidents to be dealt with in a shorter time frame. At the same time, in order for organizations to survive knowledge management (KM) systems need to be in place that allow organizations to learn from these incidents and use the knowledge gained to solve new problems. The knowledge life cycle consists of three phases: create, preserve, and disseminate. The knowledge life cycle also involves the transformation of knowledge from tacit to explicit, which is important to shift knowledge from the individual level to the organizational level; this represents a very important objective of KM. KM is not a domain on its own but intersects with other areas such as organizational learning, performance support, and communities of practice. Learning and performance support are among the concerns of practitioners in the sister fields of instructional design and technology (IDT) and human performance technology (HPT). Yet still, there are not many studies that examine KM through the lens of these professions. There is a need for knowledge to be accessible and for structures to be put in place to facilitate the knowledge life cycle. The purpose of this study was to explore how workers in a fast-paced environment go through the knowledge life cycle when dealing with critical incidents, and the factors that acted as driving and restraining forces. A single instrumental case study research design was used to study employees of a walk-in computer software help desk. The HPT model along with principles and procedures of critical incident technique were used to create a framework for data collection, which included interviews, a focus group session, and examination of extant data. Findings revealed that workers went through the knowledge life cycle by making internal and external connections and both organizational and individual factors impacted the flow of knowledge. A disconnection between available tools and work processes posed the greatest barrier to going through all the knowledge life cycle process. / Ph. D.

The fusion of the Internet with instructional design, and curricula delivery methods eliminated transactional distance in online learning. However, distance education (DE) in Nigeria has not aligned its pedagogy to the new reality in technology. The purposes of this non-experimental, predictive, validity study were to determine faculty and administrators' perceived barriers and concerns to online adoption and to validate the behavior engineering model (BEM) instrument. Ninety-six respondents from four public universities in Nigeria completed the questionnaires. Descriptive statistics and structural equation modeling (SEM) were used respectively, to assess barriers and concerns militating against faculty and administrators' online adoption, as well as validate the survey instruments. For faculty and administrators, incentive, motive, knowledge and skills influenced DE adoption. Except for age, all demographic factors influenced faculty's concerns. Gender was observed to influence administrators' concern. "Level of online use" influenced neither faculty nor administrators' concerns. Technographic characteristics influenced faculty, but not administrators.' Though the BEM instrument was reliable in measuring faculty and administrator's stages of concern, however, the 6-factor BEM, tested at the 95% significant level, did not give a good fit. The study contributes to positive social change by identifying gaps to effective DE implementation, and recommended the appropriate interventions to transform the DE experience for students and their universities. The study also proposed the framework to fast track Nigeria's vision and mission for DE.

abstract: Guitar Hero III and similar games potentially offer a vehicle for improvement of musical rhythmic accuracy with training delivered in both visual and auditory formats and by use of its novel guitar-shaped interface; however, some theories regarding multimedia learning suggest sound is a possible source of extraneous cognitive load while playing so players may score higher with sound turned off. Also, existing studies have shown that differences in the physical format of interfaces affect learning outcomes. This study sought to determine whether (a) the game’s audio content affects rhythmic accuracy, and (b) the type of game controller used affects learning of rhythmic accuracy. One hundred participants were randomly assigned in approximately equal numbers (ns = 25) to the four cells of a 2x2 between-subjects design. The first variable was the audio content of the game with two levels: on or off. The second variable was the type of game controller: the standard guitar-style controller or tablet interface. Participants across all conditions completed a pre- and post-test with a system that required them to tap along with repeated rhythmic patterns on an electronic drum pad. Statistical evidence showed better outcomes with a tablet controller with respect to input time error, reduction of extra notes played, and reduction of missed notes; however, the guitar-style controller produced superior outcomes in terms of avoiding missed notes and was associated with higher satisfaction by participants. When audio was present better outcomes were achieved at multiple factor-levels of reduction of missed responses, but superior outcomes in input time error were seen without audio. There was no evidence to suggest an interaction between controller type and the presence or absence of audio. / Dissertation/Thesis / Doctoral Dissertation Educational Technology 2017

Live simulations play an important role in allowing users to practice and develop skills they learn in training. Although live simulations are playing an increasingly important role in training, ways to improve them are not well understood or documented. In order to improve the efficacy of live simulation and maximize results from funds spent on training; this research examines the relationship between the affective variables of the participants and their performance in the live simulation. Prior to participating in the instructor development live simulation used in this study two training preference scales were administered to a group of trainees. These scales measured the trainees’ locus of control and immersion tendencies. During the live simulation the trainees’ performance was evaluated by a panel of expert observers. The trainees also self-reported their performance through the use of a self-rating instrument. Analysis of the data revealed significant positive correlations between the trainees’ internal locus of control and their performance in the simulation, both self-reported (p=0.026) and as reported by the expert observers (p=0.033). The correlation between immersion tendency scores and performance in the live simulation were mixed; while not always statistically significant they did reveal some slight positive correlation. This research did provide a number of lessons learned and implications for instructional and simulation developers wishing to employ live simulation in a training environment. These include performance of sub-populations within the greater population of subjects, consideration of roles assigned to participants, and the need to increase presence within the live simulation. Application of these lessons learned can reduce training costs and/or improve the effectiveness of live simulation in a training environment, this in turn can be of significant benefit to instructional and simulation designers. Additionally, understanding these relationships can lead iv to better assignments of roles or activities within live simulation and improve the transfer of experience from live simulation training to on the job performance. However, additional research needs to be conducted in order to make more conclusive statements regarding the most appropriate affective variable that would allow for predicting transfer of the simulated experience to the ‘real’ world, the individuals who would benefit most from live simulation, and to develop additional prescriptive methods for improving live simulation utilized in training environments.

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