Thesis (Ph.D.)--Indiana University, Dept. of Computer Science and Cognitive Science, 2009. / Title from PDF t.p. (viewed on Oct. 8, 2009). Source: Dissertation Abstracts International, Volume: 70-02, Section: B, page: 1368. Advisers: Michael Gasser; Linda B. Smith.

Thesis (PH.D.)--Syracuse University, 2003. / "Publication number AAT 3113228."

Thesis (Ph.D.)--Indiana University, Dept. of Computer Science, 2004. / Source: Dissertation Abstracts International, Volume: 66-01, Section: A, page: 0012. Chairman: David B. Leake. Title from dissertation home page (viewed Oct. 12, 2006).

<p> Visual perception depends fundamentally on statistical regularities in the environment to make sense of the world. One such regularity is the orientation anisotropy typical of natural scenes; most natural scenes contain slightly more horizontal and vertical information than oblique information. This property is likely a primary cause of the &ldquo;oblique effect&rdquo; in visual perception, in which subjects experience greater perceptual fluently with horizontally and vertically oriented content than oblique. However, recent changes in the visual environment, including the &ldquo;carpentered&rdquo; content in urban scenes and the framed, caricatured content in digital screen media presentations, may have altered the level of orientation anisotropy typical in natural scenes. Over a series of three experiments, the current work aims to evaluate whether &ldquo;digital&rdquo; visual experience, or visual experience with framed digital content, has the potential to alter the magnitude of the oblique effect in visual perception. Experiment 1 established a novel eye tracking method developed to index the visual oblique effect quickly and reliably using no overt responding other than eye movements. Results indicated that canonical (horizontal and vertical) contours embedded in visual noise were detected more accurately and quickly than oblique contours. For Experiment 2, the orientation anisotropy of natural, urban, and digital scenes was analyzed, in order to compare the magnitude of this anisotropic pattern across each image type. Results indicate that urban scenes contain exaggerated orientation anisotropy relative to natural scenes, and digital scenes possess this pattern to an even greater extent. Building off these two results, Experiment 3 adopts the eye tracking method of Experiment 1 as a pre- post-test measure of the oblique effect. Participants were eye tracked in the contour detection task several times before and after either a &ldquo;training&rdquo; session, in which they played Minecraft (Mojang, 2011) for four hours uninterrupted in a darkened room, or a &ldquo;control&rdquo; session, in which they simply did not interact with screens for four hours. It was predicted, based on the results of Experiment 2, that several hours of exposure to the caricatured orientation statistics of the digital stimulus would suffice to alter the magnitude of participants&rsquo; oblique effect, as indexed by the difference in the post-test relative to the pre-test. While no accuracy differences were observed in this primary manipulation, detection speed for canonical contours did alter significantly in the Minecraft subjects relative to controls. These results indicate that the oblique effect is quite robust at the level of visual contours and is measurable using eye tracking, that digital scenes contain caricatured orientation anisotropy relative to other types of scenes, and that exposure to naturalistic but caricatured scene statistics for only a few hours can alter certain aspects of visual perception.</p>

<p> Researchers are learning how to prevent the projected United States shortage of science, technology, engineering, and mathematics (STEM) professionals by retaining more undergraduates in STEM majors. Specifically, since undergraduates generally want to give back to their communities, they experience heightened science career motivation once they "fit" their communal goals with their views of science careers. However, testing the quality of fit is challenging because individuals differ in communal goals and views of science. For the present study, therefore, a person-centered analytical approach was used to identify groups of STEM undergraduates defined by combinations of communal goal endorsement and perceived communal goal affordances. Four groups were identified: Low Incongruent, Moderately Low Incongruent, Average Congruent, and Moderately High Incongruent. Results showed that undergraduates were optimally motivated when both communal goal endorsement and perceived communal goal affordances were moderately high and incongruent. Results also showed that gender and cultural identity could predict group membership.</p><p>

<p> During an extravehicular activity (EVA), the role of an astronaut involves a multitude of complex tasks. Whether that task is a science experiment aboard the International Space Station, or traversing extraterrestrial terrain &ndash; attention, communication, and instruction are essential. As an aid, augmented reality (AR) can portray suit informatics and procedures within line-of-sight while minimizing attentional loss. Currently, there exists little research highlighting the human systems considerations to qualify AR systems for space suit applications. This study quantifies user interface (UI) and human performance measures for an AR prototype on the Mark III space suit. For user testing, 21 military pilots and personnel (11 men, 10 women) evaluated UI search tasks and completed a series of AR-instructed EVA dexterity tasks in an elevated luminosity, background clutter, and workload scenario. UI results suggest correlations for readability and usability; whereas, human performance results provide situational awareness, workload, and task performance data.</p><p>

<p> Abstract databases are essential for literature reviews, and in turn for the scientific process. Research into user interface designs and their impact on scientific article discovery is limited. The following study details the process of building a new abstract database and explores several user interface design elements that should be tested in the future. </p><p> The initial goal of this study was to test the feasibility of building a new abstract database. Using Crossref metadata, we concluded that the cost to produce parsing code for the entire data set proved prohibitive for a volunteer team. The legal, production, and design elements necessary to build a new abstract database are discussed in detail. This study should serve as a baseline for future abstract database testing.</p><p>

<p> From a sociocultural point of view, this qualitative case study explored how upper-level, female undergraduate engineering students perceived the possibility of or experience with stereotype threat as shaping their experiences. The study also investigated how these students explained their reasons for choosing their engineering major, the challenges they encountered in the major, and their reasons for persevering in spite of those challenges. Using Steele and Aronson&rsquo;s (1995) stereotype threat theory as a framework, and considering the documented underrepresentation of females in engineering, the study sought to examine how stereotype threat shaped the experiences of these students and if stereotype threat could be considered a valid reason for the underrepresentation. </p><p> The study was conducted at a large, four-year public university. First, students in the College of Engineering and Engineering Technology completed the Participant Screening Survey. Based on responses from the survey, six female engineering students from the college were identified and invited to participate in the study. The participants came from the following majors: Electrical Engineering, Industrial and Systems Engineering, and Mechanical Engineering. After receiving the study consent letter and agreeing to participate, the students were involved in a 90-minute focus group meeting, a 45-minute one-on-one interview, and a 30-minute follow-up interview. </p><p> After conducting the data collection methods, the data were then transcribed, analyzed, and coded for theme development. The themes that emerged coincided with each research question. The themes highlighted the complex interactions and experiences shared by the female engineering majors. </p><p> The female students were enveloped in an environment where there existed an increased risk for activating stereotype threat. In addition, the female students described feeling pushed to prove to themselves and to others that the negative stereotype that &lsquo;females are bad at engineering&rsquo; was untrue. The findings illustrated the need for systematic changes at the university level. Intervention recommendations were provided. In regards to female underrepresentation in science fields, including engineering, stereotype threat certainly had the potential to cause the female students to question themselves, their abilities, their choice of an academic major, and subsequently remove themselves from a hostile learning or working environment. Thus, educational institutions and workplace organizations are responsible for not only educating themselves regarding stereotype threat, but also for taking steps to alleviate the pernicious effects of stereotype threat.</p><p>

Personal contact, including target mailing and word-of-mouth is effective for promoting energy-efficient houses. Market segmentation of individuals must coincide with when they plan to buy or build houses. The proposed use of this marketing strategy (called stiletto marketing) is backed up by a mailed survey of New England homeowners and a review of relevant literature. It is a strategy similar to that used by agricultural extension agencies, also called “change agencies.” A hypothesis tested and confirmed was that differences occur in attitudes, beliefs, and behaviors between owners of recently constructed energy-efficient houses and energy-inefficient houses. Thus, homebuyers with a propensity to become “early adopters” (become buyers) of energy-efficient houses may be identified, and contacted either in person, by telephone, or the Internet. Currently, at an early stage in the diffusion of energy-efficient houses, marketing resources should concentrate on people who are most likely to become early adopters.

<p>The dramatic underrepresentation of Alaska Natives in science, technology, engineering and mathematics (STEM) degrees and professions calls for rigorous research in how students access these fields. Research has shown that students who complete advanced mathematics and science courses while in high school are more academically prepared to pursue and succeed in STEM degree programs and professions. There is limited research on what motivates precollege students to become more academically prepared before they graduate from high school. In Alaska, Alaska Native precollege students regularly underperform on required State of Alaska mathematics and science exams when compared to non-Alaska Native students. Research also suggests that different things may motivate Alaska Native students than racial majority students. Therefore there is a need to better understand what motivates Alaska Native students to take and successfully complete advanced mathematics and science courses while in high school so that they are academically prepared to pursue and succeed in STEM degrees and professions. </p><p> The Alaska Native Science &amp; Engineering Program (ANSEP) is a longitudinal STEM educational enrichment program that works with Alaska Native students starting in middle school through doctoral degrees and further professional endeavors. Research suggests that Alaska Native students participating in ANSEP are completing STEM degrees at higher rates than before the program was available. ANSEP appears to be unique due to its longitudinal approach and the large numbers of Alaska Native precollege, university, and graduate students it supports. ANSEP provides precollege students with opportunities to take advanced high school and college-level mathematics and science courses and complete STEM related projects. Students work and live together on campus during the program components. Student outcome data suggests that ANSEP has been successful at motivating precollege participants to successfully complete advanced high school and college-level mathematics and science courses prior to high school graduation. </p><p> This study was designed to examine the motivations of Alaska Native high school students who participated in the ANSEP Precollege components to take advanced mathematics and science courses in high school or before college. Participants were 30 high school or college students, 25 of whom were Alaska Native, who were currently attending or had attended Alaska Native Science &amp; Engineering Program (ANSEP) Precollege components in high school. Self-determination theory was used as this study&rsquo;s theoretical framework to develop the semi-structured interview questions and also analyze the interviews. A thematic approach was used to analyze the interviews. The results of this study indicated that ANSEP helped the Alaska Native high school students gain a sense of autonomy, competence, and relatedness in order to be motivated to take advanced mathematics and science courses in high school or before college. In particular, Alaska Native high school students described that relatedness was an important element to them being motivated to take advanced mathematics and science courses. More specifically, participants reported that the Alaska Native community developed at the ANSEP Building and the relationships they developed with their Alaska Native high school peers and staff played an influential role in the motivation of these students. These findings are important because research suggests that autonomy and competence are more important elements than relatedness because they generate or maintain intrinsic motivation. Alaska Native high school students reported that ANSEP was more successful in helping them gain a sense of competence and relatedness than at helping them gain a sense of autonomy. More specifically, the reason the participants did not feel ANSEP developed their sense of autonomy was because ANSEP restricted their actions during the ANSEP Precollege study sessions. </p><p> My study implies that Alaska Native students need to feel like they belong in order to be motivated to take and succeed at taking advanced mathematics and science courses. Educators and STEM program leaders should incorporate elements of belonging into the educational environments they develop for their Alaska Native students. Future research should be conducted to determine if other racial minority students need to feel like they belong in order to be motivated to take and succeed at taking advanced mathematics and science courses. </p><p> My study also indicated that Alaska Native students were motivated to take advanced mathematics and science courses by knowing ANSEP would support them in future programming because of its longitudinal approach. Funding agencies of STEM programs should consider funding programs that provide a longitudinal approach to help Alaska Native students&rsquo; sense of competence grow. Future research should include studying other STEM programs to determine if they are motivating their students to take and succeed in advanced mathematics and science courses. </p>