Thesis (Ph. D.)--University of Texas at Austin, 2007. / Vita. Includes bibliographical references.

<p> People retain objects that bear emotional significance; this is, essentially, the fetishization of an object; an attachment to, or a desire for something inanimate. The names for these objects include heirloom, memento, souvenir, antique and relic. These objects bear the burden of nostalgia for the past; they represent a moment that is no longer the present.</p><p> I used the printmaking process of etching to make line-based drawings of objects that reflected or conjured the ideas of longing and desire. After printing the image multiple times, I waxed, cut and sewed together the many forms to create larger works. While I found the concept of nostalgia and longing to be romanticized, I found that I could overcome my attachment to certain items I own. It was through my art making process that I explore the connections between objects, narrative, nostalgia and desire.</p>

<p> This study explored factors thought to affect college students&rsquo; selection and experience of instructional materials by utilizing general procedures of Giorgi&rsquo;s (2012) descriptive phenomenological psychological method and Spradley&rsquo;s (1979) approach to interpretation. Twenty-five undergraduate students were asked to study finite mathematics materials after selecting from four sets of options, with the same content but different visual designs and formats. The entire process was observed, and students were interviewed about their experience. As a result of the analyses, students were found to select instructional materials that met their expectations, and such expectations had been defined or impacted by their various previous experiences. For example, students who believed that instructional materials should effectively deliver content selected materials based on the ease of navigation. Meanwhile, students who believed that instructional materials should attract them and engage them into learning selected materials based on the attractiveness of the materials. Students made decisions regarding which materials met their expectations almost immediately after looking at the materials. In addition, opinions regarding which materials allowed easier navigation or which materials appeared to be attractive were diverse. Furthermore, many students felt that the number of words was different in the materials although every word on the four materials was the same. One student even thought that the tone of the language was different in different materials. Students&rsquo; difference in perception regarding the content of the materials across different visual designs suggests that the affective perception of the visual design was powerful enough to influence students&rsquo; cognitive perception of the content. Overall, students&rsquo; difference in visual perceptions suggests that instructional content should be displayed in multiple different forms to comply with students&rsquo; diverse visual needs.</p><p>

The present work is based on the research and design of a mobile AR experiment performed in the context of the emerging interdisciplinary fields of digital heritage and experience design. In an attempt to find a method to support the justification and discovery of elements that can influence the user towards the fulfilment of an objective in a heritage experience, my experimental research reveals that a combination of play moments including elements of embodiment and sensuousness in mobile AR are most suitable to convey a story. Determining suitable gameplay and game mechanics requires an appropriate setting and context for a user’s encounter with digital heritage. My research outlines a design methodology to reveal how the aesthetics of mobile AR technology can be designed to support critical user experiences through play and discovery. / Designing Digital Heritage. Seeing Secrets