THE EFFECT OF HAPTIC INTERACTION AND LEARNER CONTROL ON STUDENT PERFORMANCE IN AN ONLINE DISTANCE EDUCATION COURSE

Today’s learners are taking advantage of a whole new world of multimedia and hypermedia experiences to gain understanding and construct knowledge. While at the same time, teachers and instructional designers are producing these experiences at rapid paces. Many angles of interactivity with digital content continue to be researched, as is the case with this study. The purpose of this study is to determine whether there is a significant difference in the performance of distance education students who exercise learner control interactivity effectively through a traditional input device versus students who exercise learner control interactivity through haptic input methods. This study asks three main questions about the relationship and potential impact touch input had on the interactivity sequence a learner chooses while participating in an online distance education course. Effects were measured by using criterion from logged assessments within one module of a distance education course. This study concludes that learner control sequence choices did have significant effects on learner outcomes. However, input method did not. The sequence that learners chose had positive effects on scores, the number of attempts it took to pass assessments, and the overall range of scores per assessment attempts. Touch input learners performed as well as traditional input learners, and summative first sequence learners outperformed all other learners. These findings support the beliefs that new input methods are not detrimental and that learner-controlled options while participating in digital online courses are valuable for learners, under certain conditions

Physical to Virtual: A Model for Future Virtual Classroom Environments

Virtual reality is a technology that has seen unprecedented growth since the turn of the century with increasing applications within business, entertainment, and educational applications. As virtual reality technologies continue to develops and markets expand, the world may see an increased demand for virtual classrooms: virtual environments (VEs) that students may access through immersive virtual reality technologies to receive guided instruction, conduct simulations, or perform tasks typical in a classroom setting. While many studies document how virtual reality is beneficial to educational processes, there is little discussion on how virtual environments should be architecturally designed. Thus one may hypothesize that physical design strategies translated to virtual environments may have similar results. This thesis investigates virtual environments for education by creating several virtual classrooms embedded within a selective digital twin of the University of Massachusetts Amherst campus. The design of the virtual classrooms was influenced by current architectural trends in classroom design while capturing unique abilities present within a virtual context. A physical teaching module was also designed to create a platform for educators within the university to deliver instruction within the virtual campus

Smartphone Education for Alaska Special Supplemental Program for Women, Infants, and Children (WIC) Participants

A Project Submitted in Partial Fulfillment of the Requirements for the Degree of MASTER OF SCIENCE in Dietetics and NutritionThe State of Alaska Special Supplemental Nutrition Program for Women, Infants, and Children (WIC) offers nutrition education for low-income women and children, addressing the nutrition knowledge gap among low-income parents to improve health outcomes. However, the State of Alaska WIC program does not currently use smartphone apps for participant education even though the population served by WIC generally relies on smartphones for trusted information. For this project, a template for WIC smartphone education modules was developed, accompanied by a style guide with format recommendations and platform information that can be used in the creation of future education modules. A sample module was created to illustrate how the style guide could be used for creating nutrition education for Alaska WIC participants. Behavioral change theories, counseling skills used in the Alaska WIC program, and smartphone usability features were evaluated as part of the project and the transtheoretical model of behavior change was chosen as a basis for the education. The style guide and template will allow WIC professionals to produce relevant education even if staff does not have a complete understanding of behavioral change theories or smartphone programming. This will allow WIC professionals to share their knowledge and insight with WIC participants in various parts of Alaska and in the United States with the goal of improving nutrition knowledge and supporting behavior change.Title / Abstract / Table of Contents / List of Figures / List of Appendices / Acknowledgements / Introduction / Methods / Module / Results / Discussion / Recommendations / Dietetics and Nutrition Practice Recommendations / Anticipated Outcomes / Dissemination / Strengths and Limitations / References / Appendice

Educating the Net Generation

Edited by Diana G. Oblinger and James L. Oblinger. Includes a chapter by former College at Brockport faculty member Joan K. Lippincott: Net generation students and libraries. The Net Generation has grown up with information technology. The aptitudes, attitudes, expectations, and learning styles of Net Gen students reflect the environment in which they were raised—one that is decidedly different from that which existed when faculty and administrators were growing up. This collection explores the Net Gen and the implications for institutions in areas such as teaching, service, learning space design, faculty development, and curriculum. Contributions by educators and students are included.https://digitalcommons.brockport.edu/bookshelf/1278/thumbnail.jp

The Narrative Subject: Storytelling in the Age of the Internet

This open access book considers the stories of adolescents and young adults from different regions of the world who use digital media as instruments and stages for storytelling, or who make themselves the subject of storytelling. These narratives discuss interconnectedness, self-staging, and managing boundaries. From the perspective of media and cultural research, they can be read as responses to the challenges of contemporary society. Providing empirical evidence and thought-provoking explanations, this book will be useful to students and scholars who wish to uncover how ongoing processes of cultural transformation are reflected in the thoughts and feelings of the internet generation.Welche Geschichten erzählen Menschen, die die digitalen Medien als Instrumente, Bühnen und Gegenstand des Erzählens nutzen? Diese Studie, in die Netzakteur*innen und Blogger*innen einbezogen waren, zeigt: Es sind Geschichten, die u.a. von Vernetzung, Verwandlung, Grenzmanagement und Aufbruch erzählen. Als narrative Zeitsignaturen verweisen sie auf Fragen, Bedürfnisse, Ängste und Sehnsüchte, mit denen sich Kinder, Jugendliche und junge Erwachsene in verschiedenen Regionen der Welt angesichts des weltweiten gesellschaftlich-kulturellen Wandels konfrontiert sehen. Die in dem Buch angestellten kulturwissenschaftlichen Reflexion berücksichtigen die Einflüsse von Kultur und digitaler Technik auf heutiges Geschichtenerzählen

The Narrative Subject

This open access book considers the stories of adolescents and young adults from different regions of the world who use digital media as instruments and stages for storytelling, or who make the media the subject of story telling. These narratives discuss interconnectedness, self-staging, and managing boundaries. From the perspective of media and cultural research, they can be read as responses to the challenges of contemporary society. Providing empirical evidence and thought-provoking explanations, this book will be useful to students and scholars who wish to uncover how ongoing processes of cultural transformation are reflected in the thoughts and feelings of the internet generation

Хмарні технології в освіті: матеріали 7 семінару CTE 2019

This volume represents the proceedings of the 7th Workshop on Cloud Technologies in Education (CTE 2019), held in Kryvyi Rih, Ukraine, in December 20, 2019. It comprises 42 contributed papers that were carefully peer-reviewed and selected from 66 submissions. The accepted papers present the state-of-the-art overview of successful cases and provides guidelines for future research. The volume is structured in four parts, each presenting the contributions for a particular workshop track.Цей том представляє матеріали 7-го семінару "Хмарні технології в освіті" (CTE 2019), який відбувся у Кривому Розі, Україна, 20 грудня 2019 року. Він містить 42 доповіді, ретельно перевірені та відібрані з 66 робіт. Прийняті документи представляють сучасний огляд успішних випадків та надають рекомендації щодо майбутніх досліджень. Том складається з чотирьох частин, кожна з яких представляє внески для певного тематичного напряму семінару