<p> As online courses become more established, there has been a clear impetus to build interactivity, personalization, and real-time feedback into courses. Faculty and course designers have cast envious eyes at video and online games that engage and enthrall players for hours and some are experimenting with gamification&mdash;a blanket term that covers all manner of attempts to build student intrinsic motivation into online courses. In this study I analyze four cases of gamified online courses at accredited institutions of higher education. I've looked at game elements the course builders are including and whether this might be a means of progress toward educational and societal goals. My conclusion is that there is potential significantly to increase student engagement in the concept of gamifying online courses. I outline areas for future study by suggesting frameworks within which gamification might be further analyzed and assessed.</p>

<p> Recent advancements in the cost, availability, and capability of augmented reality (AR) and virtual reality (VR) devices and software are spurring their mass distribution to the public. This fundamental shift in the use of AR and VR predominantly from military and academic research laboratories to the public presents new opportunities and challenges for the design of instructional technology. While studies of AR and VR have been conducted to inform the design of individual instructional products, few studies have focused on computer-supported collaborative learning (CSCL) products in which AR and VR learners work together toward shared learning goals. </p><p> The museum education industry possesses unique and inherent characteristics that position it as a strong candidate for the development and deployment of CSCL-ARVR products. Tourism locations, such as museums, provide an exemplary environment for advanced learning technology experimentation in which information technology infrastructure and programs of instruction are often already in place and in which many tourists already possess smartphones and or tablets that may be used to mediate location-based educational experiences. </p><p> The goal was to conduct formative research to develop a tentative instructional design theory that can be used to guide the creation of CSCL-ARVR instructional products. Instructional design theory and software engineering practices were applied to guide the design of a CSCL-ARVR instructional product prototype to support museum education. The prototype, named Co-Tour, was designed and developed to enable remotely-located VR participants to collaborate with AR participants located within a tourism location to jointly navigate the location, examine exhibits and answer questions about exhibits related to a problem-based learning instance. Formative data were collected and analyzed, and the results were used to develop a tentative instructional design theory. </p><p> Mixed Reality Museum Co-Visit Theory is proposed to inform the design and development of CSCL-ARVR co-visitation experiences for museums. A theoretical framework was developed and was informed by CSCL, game-based learning, social constructivist theory, flow theory, and the construct of camaraderie. Five values supporting the goal were elaborated to guide theory methods production including fostering of collaboration, leveraging of informal learning activities, incorporation of motivational elements, favoring of loose organization, and provision an effective user interface. Future research should focus upon replication towards validation and generalizability of results and upon the broader museum going population.</p><p>

<p> The purpose of this basic qualitative study was to explore how wiki-based collaboration is affected by the generational characteristics of Baby Boomer (1943&ndash;1960) and Millennial (1982&ndash;2000) instructional designers in midsized corporations. Collaboration theory was applied to strengthen the depth and accuracy of the data analysis and justify the study findings. A basic qualitative methodology was applied to explore the research problem. The target population consisted of Baby Boomer and Millennial instructional designers who worked in midsized corporations within the continental United States and had collaborated on a wiki-based work project within a team. The sample consisted of three instructional designers between the ages of 52&ndash;65 years old (Baby Boomers) and three instructional designers between the ages of 21&ndash;35 years old (Millennials) who possessed master&rsquo;s degrees in instructional design or a related field, were employed in midsized corporations within the continental United States for at least 1 year, and collaborated on a wiki-based project within a team during the past 12 months prior to participation in the study. Data analysis included evaluation and synthesis of participant interview transcripts to identify patterns that emerged from constant comparative analysis while identifying changes to the patterns when combined. Wiki-based collaboration was not affected by the generational characteristics of Baby Boomer and Millennial instructional designers in a midsized corporate context. </p><p>

<p> <b>Purpose.</b> The purpose of this quantitative research study was to examine the factors that influence students&rsquo; intentions to continue to use digital texts. Specifically, the purpose was to investigate what impact the external factors of instructor modeling and instructor expectation to use had on the intention to continue to use digital textbooks as well as how the internal factors of perceived ease of use, perceived usefulness, and satisfaction with the digital textbook impact students&rsquo; intentions to continue to use digital textbooks. </p><p> <b>Theoretical Framework.</b> The theoretical framework for this study is the Technology Adoption Model (TAM). This user acceptance model was developed by Fred Davis (1986) and is used extensively to provide an understanding of user acceptance processes as well as theoretical insights into the design and implementation learning technology. </p><p> <b>Methodology.</b> This study used a quantitative, cross-sectional survey instrument based on the E-Book Adoption Scale (Jin, 2014b), an instrument that was tested for reliability and validity using a Cronbach&rsquo;s alpha test. </p><p> <b>Findings.</b> Students&rsquo; perceived ease of use and usefulness of the digital text predict student satisfaction with the digital text. Students whose instructors did not provide resources for using a digital text were more likely to be satisfied with the digital version of the textbook yet, there is no significant relationship between instructor expectations and intervention to students&rsquo; intentions to continue to use digital textbooks. </p><p> <b>Recommendations.</b> The ease of use of a digital interface is the aspect most likely to impact student satisfaction. College student purchasing patterns of digital texts are significantly influenced by the perceived ease of use of the text and the perceived usefulness of the text. Perceived ease of use is related to the interface of the text. Publishers who clearly apply this field of research to their product development will provide digital texts that students are more likely to be satisfied with and to adopt as a preferred learning platform. Institutions that develop support systems to help their faculty members make the most of the digital features of the texts will better support students.</p><p>

This study was conducted to identify combinations of self-efficacy enhancing strategies and language learning strategies and to align them with Gagne's Nine Events of Instruction (1985). If worked together, these combinations can be used by educators to encourage students studying abroad to acquire second language skills in a shorter amount of time. This design and development study conducted model research through model development and model validation. The considerations were created and supported by current research in the literature and validated by experts from these three areas and revised based on their recommendations. / Doctor of Philosophy / This study was conducted to establish instructional considerations that combine strategies that show, in the literature, to have an effect on second language acquisitions such as self-efficacy enhancing strategies and language learning strategies and apply these strategies in everyday instructions using Gagne's Nine Events (1985). It is hoped that the proposed considerations, after revised by expert reviewers, can be utilized when teaching second language learning skills to international students who seek higher education degrees and have limited time to acquire these skills. The considerations were created and supported by current research in three areas of the literature: self-efficacy enhancing strategies, language learning strategies, and Gagne's Nine Events (1985) and validated by experts from these three areas.

The field of Instructional Design and Technology has produced several instructional frameworks grounded in educational psychology to provide guidance for effective learning. The realm of athletics is an area that can benefit from these instructional frameworks by providing systematic methods to facilitate an efficient learning process. This study employed Gagne's Nine Events of Instruction to develop instructional guidelines for psychomotor skill learning of athletic movements to enhance athletic performance. This design and development study conducted model research through model development and model validation. Components of the guidelines reflected the Nine Events and were supported by research in motor skill learning in sports. These guidelines were then validated by subject matter experts and revised based on their recommendations. / Ph. D. / This study was conducted to establish instructional guideline that can be used to teach motor skills in sports. The guidelines were created and supported by current research in the literature and validated by experts in the field of teaching and athletic performance.

<p> The purpose of this case study was to document stakeholders&rsquo; perceptions of adopting and integrating OER materials in higher education. Specifically, this study sought to understand the perceptions of institutional faculty, librarians, instructional designers, and students with the adoption and use of OER at a state college in east Florida. Semi-structured interviews were conducted with institutional faculty, librarians, and instructional designers. A survey was distributed to students enrolled in OER integrated courses during the Spring semester. Theoretical perspectives on the adoption and diffusion of OER as an innovation were grounded in Roger&rsquo;s Diffusion of Innovation theory. </p><p> An analysis of the data revealed that stakeholder perceptions are a key factor in the rate of adoption and diffusion within the institution. Faculty perceptions of resource quality and time involved to curate the resources proved challenging for OER adoption and integration. Instructional designers perceived the resources as time consuming yet highly accessible. Librarians perceived the resources as beneficial, but a lack of awareness and understanding of licensing rules made adoption and integration challenging. Students perceived the resources as advantageous, above average in quality, and just as effective as traditional textbooks. Despite the challenges presented, stakeholders agreed that access to the resources and the cost savings for students were significant enough to outweigh the time involved to locate, adapt, implement, and utilize the resources.</p><p>

<p> Computer Adaptive Tests (CATs) have been used successfully with standardized tests. However, CATs are rarely practical for assessment in instructional contexts, because large numbers of examinees are required a priori to calibrate items using item response theory (IRT). Computerized Classification Tests (CCTs) provide a practical alternative to IRT-based CATs. CCTs show promise for instructional contexts, since many fewer examinees are required for item parameter estimation. However, there is a paucity of clear guidelines indicating when items are sufficiently calibrated in CCTs. </p><p> Is there an efficient and accurate CCT algorithm which can estimate item parameters adaptively? Automatic Racing Calibration Heuristics (ARCH) was invented as a new CCT method and was empirically evaluated in two studies. </p><p> Monte Carlo simulations were run on previous administrations of a computer literacy test, consisting of 85 items answered by 104 examinees. Simulations resulted in determination of thresholds needed by the ARCH method for parameter estimates. These thresholds were subsequently used in 50 sets of computer simulations in order to compare accuracy and efficiency of ARCH with the sequential probability ratio test (SPRT) and with an enhanced method called EXSPRT. In the second study, 5,729 examinees took an online plagiarism test, where ARCH was implemented in parallel with SPRT and EXSPRT for comparison. </p><p> Results indicated that new statistics were needed by ARCH to establish thresholds and to determine when ARCH could begin. The ARCH method resulted in test lengths significantly shorter than SPRT, and slightly longer than EXSPRT without sacrificing accuracy of classification of examinees as masters and nonmasters. </p><p> This research was the first of its kind in evaluating the ARCH method. ARCH appears to be a viable CCT method, which could be particularly useful in massively open online courses (MOOCs). Additional studies with different test content and contexts are needed.</p>

Thesis (Ph.D.)--Indiana University, Dept. of Instructional Systems Technology, 2009. / Title from PDF t.p. (viewed on Jul 13, 2010). Source: Dissertation Abstracts International, Volume: 70-12, Section: A, page: 4646. Adviser: Curtis J. Bonk.

<p> The purpose of this study is to evaluate the effects of incorporating feedback from learner engagement and learner satisfaction into the instructional design of online and hybrid courses at the community college level. Kolb&rsquo;s Experiential Learning Theory and experiential learning cycle provided the theoretical framework. This mixed methodology study explores whether significant relationships exist between instructor assessments/feedback, learner engagement and learner satisfaction in the online and hybrid learning environments based on the quality of instructional design. A convenience sample of 62 students enrolled in nine online and hybrid courses at a Southern California community was used. Descriptive statistics, linear multiple regression, independent samples <i>t</i>-test, path analysis, and ANCOVA using a general linear model were used for quantitative statistical analysis. Findings reveal no statistically significant difference in learner engagement and satisfaction between groups, and no statistical significance between groups for learner engagement or learner satisfaction when controlling for feedback. A statistically significant causal relationship existed between instructor feedback and learner engagement. Emergent themes from qualitative data analysis revealed influencers of learner engagement include instructor presence, student-led instruction, ease of use, learning style and instructional design, and influencers of learner satisfaction include instructor presence, student-led instruction, sense of community, ease of use, and instructional design. The significance of this research adds a new avenue of empirical inquiry into the quality of student-centered instructional design of online and hybrid courses and the effects on learner engagement and learner satisfaction at the community college level.</p><p>