Thesis (Ed. D.)--University of Washington, 2001. / Vita. Includes bibliographical references (leaves 202-205).

Thesis (M.S. in Computer Science)--Naval Postgraduate School, September 2002. / Thesis advisor(s): Rudy Darken, Joe Sullivan. Includes bibliographical references (p. 59-60). Also available online.

Thesis (Ph. D.)--University of Washington, 2000. / Vita. Includes bibliographical references (leaves 133-147).

This study is positioned within a specific South African context where many learners not only lack access to resources but are considered underprepared and therefore are seen as academically disadvantaged. Research findings presented here centre on learning theories within the social constructivist paradigm, make use of a developmental research methodology and use a number of different research instruments. The main objective of this study was to investigate the use of virtual learning environments, constructed as educational adventure games, as viable learning tools and to determine the influence of game play on skill development and overcoming learning difficulties. More specifically two educational games, Zadarh and ãKhozi developed at the University of KwaZulu-Natal, were used to investigate the use of technology in classrooms that included underprepared and academically disadvantaged learners. Zadarh was designed to challenge learner misconceptions related to photosynthesis and photorespiration and was used to investigate and evaluate the effectiveness of games to overcome these misconceptions. ãKhozi was used to introduce learners to issues related to HIV/Aids and to evaluate the use of such tools to develop skills. However, It was first necessary to develop an instrument, based on the Persona Outlining Model (POM), to evaluate and measure skills. The POM uses a number of interfaces (literacy, communication and visualization skills) and properties (age, gender and socio-economic background) to describe a typical learner, or game player. The instrument based on these interfaces and properties was used to evaluate the skills of young South Africans from Buhlebemfundo, Qhakaza and Tholokuhle schools and two universities, namely, University of Zululand [UniZulu] and University of KwaZulu-Natal [UKZN]), all from the region of KwaZulu Natal, South Africa. The majority of the sampled learners appear to lack appropriate visualisation, logical, mathematical, reading and writing skills and results suggest that poor performance may be associated with a low household income and poor English language skills. While participants (Buhlebemfundo, Qhakaza and Tholokuhle schools, and UniZulu and UKZN university students) who played Zadarh individually solved game problems, they still held many of the misconceptions. Further investigation revealed that when participants were unable to solve a problem they learnt by rote the solution to the problem. Playing Zadarh in groups and allowing participants to ask for clarification of assessment instrument questions showed that many participants developed a deeper understanding on the relationships between photosynthesis and respiration. Participants from Qhakaza were asked to play ãKhozi in flexible groups whichchanged from session to session. Using the previously developed skills assessment instrument showed improve visual, literacy and communication skills. Results strongly suggest that only through dialogue can misconceptions be overcome and that learning is a social activity as proposed by Vygotsky over 80 years ago. More specifically research presented here supports Vygotsky’s Zone of Proximal Development, the role of play in development and the need for written language skills. The new art form of digital games when conceived as microworlds can play an important role in education if games support co-operation between players, peers and mentors, allow for exploration through play and support the development of reading and writing skills. / Thesis (Ph.D.)-University of KwaZulu-Natal, 2005.

Thesis (Ph. D.)--University of Washington, 2008. / Vita. Includes bibliographical references (leaves 140-145).

Thesis (M.A.)--University of Canterbury, 2007. / "Supervised by Prof. Murray Simmonds." Typescript (photocopy). Includes bibliographical references (leaves 108-118). Also available via the World Wide Web.

Thesis (Ph. D.)--College of Computing, Georgia Institute of Technology, 2004. Directed by Larry F. Hodges. / Vita. Includes bibliographical references (leaves 112-115).

No description available.

Brummett’s ontological view of epistemic rhetoric frames a world in which reality is truly only shaped once it is communicated. This reality creation is uniquely performed within online spaces that are separated from the physical world by means of programming code and internal culture. These spaces are constructed of language and constitute new realities (Chesebro ) which are fundamentally rhetorical. However, the study of these tools lack shared terminology with which to classify and understand their potential as educational spaces. This study explores connections between communication mechanics of multi-user social technologies and their effectiveness as teaching tools. The study focuses on virtual worlds (defined as WAN-based, persistent, multi-user spaces which include avatars), such as Second Life and World of Warcraft, as examples of multi-user social technologies because these tools converge mechanics and communication tools found separately elsewhere. Communication mechanics are operationalized as facets found through the application of Shiyali Ranganathan’s Faceted Classification method. The facets of seventy worlds are first identified. These facets are then used to describe typical uses of the facets through Activity Theory (Engeström) and Genre Ecology Models (Spinuzzi). Finally, a framework is suggested for selecting virtual worlds and the most effective activities within them by ensuring coordination among the strategic, tactical, and operational goals and activities of the tool, the course/instructor, and student. / Incommensurate terms, incommensurate practices -- Background and current state of virtual world technology -- Classification of virtual worlds -- Using activity theory and genre ecology models to connect facets with motivations in virtual world education -- Implications, limitations and further study. / Department of English

An aging global population has brought attention to the presence of age bias in health care and the role it plays in contributing to health disparities in the older population. This increased awareness provides nurse educators with an opportunity to examine innovative, evidence-informed educational interventions that aim to decrease bias and change attitudes. Immersive, experiential strategies that promote empathy may improve attitudes towards older adults. There is limited research in nursing education that examines the effect of immersive teaching interventions on learner empathy and attitudes. A quasi-experimental control group study was conducted to evaluate the effect of a virtual reality experience on nursing student empathy and attitudes towards older adults. Learners assigned to the intervention participated in a virtual reality experience where they were immersed into the story of an older adult. The virtual reality experience provided learners with the opportunity to view segments of the scenario from the first-person perspective. Virtual reality also allowed them to experience sensory and other age-related changes associated with aging and daily life. The control group completed a narrative case study that presented the same story depicted in the virtual reality. Lastly, all learners participated in a standardized patient simulation to evaluate empathic behaviors. There were no statistically significant differences in empathy or attitudes towards older adults between groups; however, both groups had significant improvements on both variables. The concept of narrative transportation, which suggests that students engaged in narrative stories are likely to have improved empathy and a change in beliefs and attitudes towards the story character and representative demographic, was used to examine participant engagement. Engagement scores did not differ between groups. Associations between the study variables were explored. Positive and statistically significant relationships were observed between empathy and attitudes towards older adults, engagement and empathy, engagement and empathic behaviors, empathy and empathic behaviors, and engagement and attitudes towards older adults. Further analysis showed that learner engagement and empathy predicted empathic behaviors. These findings add to the limited nursing education research on empathy and virtual reality and show that narrative patient stories can improve empathy and attitudes towards older adults in nursing students. These findings add to the evidence that supports the use of virtual reality in nursing education; however, the VR modality may not be superior to other educational strategies when presenting patient stories.