A significant percentage of US students are not reaching expected proficiency on mathematics content. As a response, educators have been urged to use more evidence-based practices; however, due to the lack of readily available strategies, these efforts have been thwarted. In related fields, video modeling (VM) has been successful in teaching behavioral skills through edited video clips that allow target populations to observe models successfully performing featured tasks. Stemming from Bandura's social learning theory, the intent of VM is to increase the frequency of the modeled behavior through observational learning. Despite the many studies that have shown success with VM, it continues to be overlooked in education because of the lack of support surrounding its ability to teach educational content and the related technology components. The purpose of this research project was to use a single subject multiple baseline design to examine the impact of VM on the math achievement of students. The sample included 3 students, ages 16-17, and used visual analysis, percentage of nonoverlapping data points (PND), and effect sizes (ES) to analyze the results and identify significance in the outcomes. Results of the study revealed that VM had a significant impact on 1 participant after treatment and on 2 participants after maintenance. Social validity was measured through modified behavior intervention rating scales, which demonstrated that while the teacher participant did not find the treatment to be acceptable, all of the student participants did. Contribution to social change was established within this study by analyzing an effective technology-based strategy that can be used to both increase math achievement among US students and assist them to become contributing and competitive professionals in society.

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Reflection is one of the most important factors that affects learning. A good learning strategy is supposed to improve a learner's reflection level. In addition, the past studies has proved u-learning can enhance learning performance, motivation and efficiency of learners. This study integrates these into learning activity of distinguishing vegetation, let learner reflect in u-learning environment. Almost of past researches promoted learners¡¦ reflection was by text-based. However, the limit of learning activity's character and mobile device¡¦s screen, the design of text-based promotes is confined. Therefore, this study proposes a video-based reflection prompts strategies in high media richness, and the Context-Aware Reflection Prompt System (CRPS) can detect learner¡¦s location by QR Code to provide appropriate guidance, facilitating learner to observe and reflect. Further to explore effects of reflection level and satisfaction between video-based and text-based reflection prompt strategies. This study recruited 70 college students to participate in this experiment, and divide into two groups of video-based and text- based reflection prompts. The results showed that the reflection level of the video-based reflection prompt group is significantly improved than of the text-based reflection prompt group; however, there was no differences found on the satisfaction. In addition, this study further investigated the learners¡¦ opinions and perspectives toward a video-based and a text-based reflection prompt strategy, and interviewed some learners to obtain the potential factors which may affect satisfaction.

Amorphous polymers under their glass transition temperature (Tg) exhibit large inelastic deformations. Their mechanical behavior is highly dependent upon temperature, strain rate, pressure and loading mode (tension, compression, shear). They also exhibit small strain isotropic hardening, softening and large strain anisotropic rehardening. In addition, while in their glassy state, polymers are far from thermodynamic equilibrium so that their properties may change over time (physical aging). This complex behavior is reflected in the response of composites and affects the onset and propagation of damage therein. Therefore, in order to design polymer composite structures, it is fundamental to develop relevant tools and methodologies which aim at understanding, capturing and predicting the full thermomechanical response of glassy polymers. In this study, the thermomechanical behavior of a thermosetting polymer epoxy is characterized experimentally for temperatures below Tg. The intrinsic behavior of the polymer is obtained using a new methodology based on digital image correlation (DIC) in combination with video-monitored extensometry. In particular, inelastic flow localization patterns are discussed based on the full-field strain measurements and their connection to the stress-strain curves are highlighted. The Boyce-Parks-Argon polymer constitutive model, hereafter called the macromolecular model, has been enhanced to describe the thermomechanical behavior of epoxies. The identification of the material parameters involved in the model is described in a detailed procedure that builds on a limited set of experiments. The model is shown to represent adequately the thermomechanical behavior of the studied epoxy over a wide range of temperatures and strain-rates. Using additional high strain-rate data obtained from collaborators on Kolsky bars, the model capabilities are further discussed. Using finite-element implementations of the constitutive model in both quasi-static and dynamic codes, the processes of plastic flow localization are analyzed in tensile and compression specimens. Such analysis can form the basis of an alternative method for identifying the model parameters through inverse identification. Finally, a preliminary set of experiments were also conducted to investigate the effect of physical aging on the yield behavior and enhance the macromolecular model with the capability of modeling aging effects. Our interpretation of the aging experiments suggests that they are not conclusive and do not permit full determination of model parameters. Specific recommendations are tentatively formulated for conducting aging experiments in the future.

Online learning often requires learners to be self-directed and engaged, and I designed an online video-based interactive learning tool to support or scaffold students’ self-regulated or self-directed learning aimed at keeping students actively engaged with the content. Using an experimental design, this study investigates the effects of a newly designed online video-based interactive learning environment with embedded supports for self-regulation strategies on students’ learning behaviors and outcomes. In addition, correspondence between students’ self-regulation strategies in traditional learning environments and observed self-regulated learning behaviors in the video-based interactive learning environment were examined. Lastly, the unique or joint contributions of the embedded supports for self-regulation strategies to students’ learning performance were examined. A cross-sectional experimental research design with systematic random assignment of participants to either the control condition (non-interactive video environment) or the experimental condition (interactive video environment) was utilized. Undergraduate and graduate students participated in the study (N = 80). Study results indicate that the newly designed online video-based interactive learning environment was a superior instructional tool than the non-interactive video-based learning environment in terms students’ learning performance. In addition, there was correspondence between graduate students’ self-reported self-regulation and observed self-regulation, with those high on seeking/learning information and managing their environment/behavior more likely to engage more in interactive note-taking Importantly, these findings suggest that specific self-regulation strategies in traditional education settings may transfer and become enacted as specific learning behaviors in the online learning environment. Finally, the use of embedded self-regulatory functions did not have a significantly unique contribution to students’ performance in the interactive learning environment. In other words, although the interactive learning environment succeeded in scaffolding and supporting students’ learning process that resulted in superior performance than the non-interactive learning environment, none of the embedded functions appear to uniquely or individually contribute to this superior performance. In sum, students benefited from the online video-based interactive learning environment by using embedded self-regulatory functions. However, use of the embedded self-regulatory functions did not uniquely contribute to learning outcomes. Nonetheless, results support the view that interactivity based on self-regulation strategies supports active and engaged learning, which contributes to superior learning outcomes.

Students with Autism Spectrum Disorders often do not respond to common pedagogical strategies and traditional in vivo teaching approaches. From my observations, students diagnosed with Autism Spectrum Disorders learn best when material is presented through technology. Based on the information found in the literature review and personal observations from working with students with special needs, when students with Autism Spectrum Disorders receive video based instruction by watching recorded art lessons, they may learn to develop artistic skills and retain more art content knowledge with greater success than through traditional teaching methods. The purpose of this research study is to test the hypothesis that video based teaching methods can improve the learning of students with autism in a series of art lessons.

Introduction: The participation profile of patients with chronic obstructive pulmonary disease (COPD) in pulmonary rehabilitation (PR) and the effectiveness of a video-based home exercise programme (VBHEP) were investigated using various research methods. Methods: The content analysis of the Move-On-Up exercise video against NICE guidelines and published research was performed. The video was evaluated for its suitability for use in VBHEP through focus groups involving UK population of patients with COPD and respiratory clinicians. Using the data from the content analysis and the focus groups, questionnaire items were synthesised for a national survey of both patients and clinicians. A study examined the relationship between participation in outpatient PR and patient measures of depression (Brief Assessment Depression Card), social support (Duke Social Support Index), multidimensional health locus of control (MHLC) and COPD severity (Medical Research Council dyspnea score). A randomised control trial (RCT) evaluated the effect of combining VBHEP and conventional outpatient PR on walking ability and PR benefit maintenance. The intervention arm received VBHEP concurrently with outpatient PR, while the control arm received only outpatient PR. Outcome measures included: the endurance shuttle walk test (ESWT), quality of life (QoL) (St George's Respiratory Questionnaire- SGRQ), MHLC and a modified Follick's activity diary. Measures were taken before PR, at the fourth and eighth weeks of PR and at six months post-PR. Focus groups were conducted between six and 20 months post-PR to evaluate patients' experience of and adherence to the use of VBHEP. Results: Critical review of 46 RCTs aided evaluation of the video demonstrating that the video content was consistent with both NICE recommendations and published research. The six focus groups that were part of the initial evaluation of the video involved 14 patients and 14 clinicians. The national survey generated responses from 60 patients and 62 clinicians; between 79 and 100% of respondents in each domain of the questionnaire indicated that the video is suitable for use. Fifty-one patients completed the study investigating the profile of patients participating in PR. The results indicated that depression has a moderate and negative statistically significant association with the uptake of PR (p < 0.05). Fifty-seven patients participated in the RCT [mean age 66.51 years (SD 9.96), mean FEV1% predicted 54.51% (SD 10.47)]. The results indicated that the use of VBHEP with outpatient PR has no significant additive effect in improving or maintaining the benefits of walking ability following PR (p<0.05). Seven patients participated in the follow-up focus groups where findings suggested that patients were still participating in VBHEP up to 20 months after it was first prescribed, though the frequency of its use appeared to diminish after PR ended. Conclusion: The Move-On-Up exercise video is suitable for VBHEP in patients with COPD. Patients with COPD and depression are less likely to take up a referral to PR compared to those without depression. The use of VBHEP concurrently with PR has no additive effect in improving or maintaining benefits of walking ability following PR. Adverse social circumstances and disease severity reduce the duration of participation in VBHEP.

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Research has indicated video-based interventions are successful at teaching skills to individuals with varying types of disabilities. However, there is a gap in the literature regarding video-based intervention, such as video modeling, as an evidence-based practice for academic skills. As technology becomes more and more integrated into U.S. classrooms each year, it is important to evaluate the effectiveness of these interventions. Khan Academy videos are often used as supplemental resources by teachers to assist students with math work. The purposes of this study were to evaluate if in-class viewing of Khan Academy video models would increase math quiz performance for elementary age students with disabilities when used as a supplement to standard teacher instruction, to determine if the use of Khan Academy video models would decrease the total time required to complete a math quiz, and to evaluate the effects of behavioral skills training on math quiz scores in the event that Khan Academy was not effective. Results were evaluated using a non-concurrent multiple baseline across participants design and showed that overall, Khan Academy videos resulted in a slight increase in performance for two participants. The intervention was not effective for the other four. Overall, the duration to complete the quiz did not decrease with the implementation of Khan Academy. All 6 participants required behavioral skills training to increase their performances to mastery levels.

Complementing the theoretical concepts taught in the classroom with practice has been known to enhance students' contextual understanding of the subject matter. Exposing students to practical knowledge is crucial as employers are expressing discontent with the skills of newly hired graduates. In construction education, site visits have been identified as one of the most effective tools to support theory with practice. While site visits allow students to observe construction projects and engage with field personnel, numerous barriers limit its use as an effective educational tool. For instance, there are safety, cost, schedule, and weather constraints, in addition to the logistics of accommodating large class sizes. As a result, instructors employ videos of construction projects as an alternative to physical site visits. However, videos alone are insufficient to draw students' attention to essential practice concepts. Annotations can be used to attract students' attention to practical knowledge while reducing distractions and assumptions. Leveraging on the recent progress in computer vision techniques, this study presents an AI-annotated video learning tool that instructors can utilize to equip students with practice knowledge when there is limited access to physical construction sites. First, this study investigated the construction practice concepts that industry practitioners would want students to know when engaging them in site visits. Afterward, the design and development of the AI-annotated learning tool were guided by the identified practice concepts, cognitive theory of multimedia learning, and dual coding theory. To determine if the learning tool can call students' attention to annotated practice concepts in videos, a usability evaluation was conducted. Finally, this research investigated the influence of individual differences that could contribute to how learners notice practice concepts in videos. This study contributes to the body of knowledge by identifying what construction professionals notice about their work and what they would like students to notice about construction practice. This study reveals that annotations of learning contents in construction videos can direct students' focus to the annotated contents, thereby contributing to the cognitive theory of multimedia learning and dual coding theory. By leveraging machine learning classification algorithms, this research identified the extent to which individual differences such as gender, academic program, and cognitive load can be detected from the ways students notice information in construction videos. Results from this research provide opportunities for researchers to further advance the potential of annotated videos in the construction domain and other fields that employ video as a learning tool. / Doctor of Philosophy / Instructors often support classroom teaching with practical experiences to enhance students' understanding. This is especially important as employers are expressing discontent with the skills of fresh graduates. In construction engineering education, taking students to construction sites to observe the processes and operations is one of the common ways of providing students with these practical experiences. However, barriers such as safety concerns, cost, schedule, weather constraints, and the logistics of accommodating large class sizes make it challenging to engage students in construction site visits. Owing to these barriers, instructors utilize construction site videos instead of physical site visit experiences. Despite the benefits of using videos to teach, research has shown that presenting videos only to students might not be sufficient for learning as relevant and irrelevant information are usually present in videos. Therefore, calling out relevant information in videos would enable students to focus on them, enhancing their learning. To this end, this study presented a video-based learning tool that instructors can utilize to provide students with site visit experiences. In the environment, important information are called out using boundary boxes and texts. To achieve this, first, the study identified the practical knowledge that industry experts would want students to know about construction sites. Then, the identified information was annotated in construction videos via the guidance of learning theories such as the cognitive theory of multimedia learning and dual coding theory. A usability evaluation was conducted to test if students could notice the annotated contents in the video. Afterward, individual differences such as gender, academic program, and mental workload that could contribute to how students would notice annotated information in construction videos were investigated. The study contributes to the practical concepts learners need to acquire to prepare them for the workforce. Additionally, this study proved that annotating important information in videos can direct student attention to those contents. Furthermore, to make learning environments flexible for different learners, this study identified the extent to which individual differences such as gender, academic programs, and cognitive loads can be recognized from the way learners notice annotated contents of videos. Finally, the outcomes of this study would make it possible for other researchers to further advance the potentiality of teaching with annotated videos in the construction domain and other related fields.