Educational Video Game Effects Upon Mathematics Achievement And Motivation Scores: An Experimental Study Examining Differences B

An experimental research study using a mixed-method analysis to was conducted to examine educational video game effects on mathematics achievement and motivation between sexes. This study examined sex difference in a 7th grade mathematics (Mathematics 2/Mathematics 2 Advanced) classroom (n=60) learning algebra. Attributes and barriers relating to educational video game play, preference, and setting characteristics were explored. To examine achievement and motivation outcomes, a repeated-measure (SPSS v14) test was used. The analysis included ethnographic results from both student and teacher interview and observation sessions for data triangulation. Results revealed a statistically significant academic mathematics achievement score increase (F =21.8, df =1, 54, \u3c .05). Although, mathematics class motivation scores did not present significance (F =.79, df =1, 47, p \u3e .05), both sexes posted similar data outcomes with regard to mathematics class motivation after using an educational video game as treatment during an eighteen-week term in conjunction with receiving in-class instruction. Additionally, there was an increase in male variability in standard deviation score (SDmotivationpre=8.76, SDmotivation post=11.70) for mathematics class motivation. Lastly, self-reported differences between the sexes for this limited sample, with regard to game design likes and dislikes and observed female game play tendencies, were also investigated. The data presented customization as a unified, but most requested, game design need between the sexes. Between sex differences were found only to be superficial other than a female delay in game acceptance with regard to time and game play comfort

Educational Video Game Effects Upon Mathematics Achievement and Motivation Scores: An Experimental Study Examining Differences Between the Sexes

An experimental research study using a mixed-method analysis to was conducted to examine educational video game effects on mathematics achievement and motivation between sexes. This study examined sex difference in a 7th grade mathematics (Mathematics 2/Mathematics 2 Advanced) classroom (n=60) learning algebra. Attributes and barriers relating to educational video game play, preference, and setting characteristics were explored. To examine achievement and motivation outcomes, a repeated-measure (SPSS v14) test was used. The analysis included ethnographic results from both student and teacher interview and observation sessions for data triangulation. Results revealed a statistically significant academic mathematics achievement score increase (F =21.8, df =1, 54, p.05), both sexes posted similar data outcomes with regard to mathematics class motivation after using an educational video game as treatment during an eighteen-week term in conjunction with receiving in-class instruction. Additionally, there was an increase in male variability in standard deviation score (SDmotivationpre=8.76, SDmotivation post=11.70) for mathematics class motivation. Lastly, self-reported differences between the sexes for this limited sample, with regard to game design likes and dislikes and observed female game play tendencies, were also investigated. The data presented customization as a unified, but most requested, game design need between the sexes. Between sex differences were found only to be superficial other than a female delay in game acceptance with regard to time and game play comfort

Play Education Video Games on Their Terms

It is imperative when utilizing educational video games in K-12 classrooms that student preferences with regard to game play, purpose, and design be considered in order to maximize game play efficiency for learning. As Web 2.0 content infiltrates our educational medium, student customization is key. This manuscript intends to share customization requests gleaned during an 18-week experimental study examining educational video game effects upon 7th graders enrolled in Mathematics and Mathematics 2 courses

Through the Lens of the Reviewer: Information Literacy, an LMS, and Peer Review

This research paper describes the use of peer review to improve information literacy. Peer-reviewed assignments for learning have been seen favorably within the literature. The articulated benefits range from students feeling more engaged, having expressed less anxiety, or found to be better equipped to perform in unfamiliar areas outside their current learning environments. However, minimal research examines the benefits specifically for the feedback provider (reviewer) when a more modern tool, such as the Canvas Learning Management System (LMS) is used. During the fall 2015 semester, a study was conducted to examine the peer review process from the vantage point of the reviewer when mitigated by an LMS. Since peer review is seen as a social activity, this study is guided by a social constructivism teaching framework to investigate peer review activities for (a) linear relationships to that of a perceived social element inclusion, (b) changes in learning from the perspective of the reviewer rather than the receiver of feedback, and (c) improvement in perceived information literacy. Additionally, this research examines Canvas attributes as identified by Sondergaard & Mulder [1] (2012) of (a) Automation, (b) Simplicity, (c) Customizability, and (d) Accessibility, which support statements from the literature that indicate a lack of investigation of more modern peer review tools. Survey results, both qualitative and quantitative, were analyzed across three different peer-reviewed assignments for this examination. Of the 91 respondents, representing a 32% response rate, descriptive analysis revealed themes ranging from Changes in Student Efforts to Valued New Perspectives; whereas, expected Active Learning and Social Benefits slightly contradicted the positive tone that was originally found in the thematic review. Overwhelming positive ratings were collected regarding the use of the LMS to support and implement a peer-reviewed assignment. Perceived affects upon the peer reviewer, and how these types of assignments can support the proposed ABET General Criterion 3 Student Outcomes and General Criterion 5 Curriculum currently under revision are discussed. Lastly, these data are represented for use as an evaluation baseline for future planned investigations and for other faculty and course developers, who are considering implementation of peer-reviewed activities within first-year program courses

Assessing the Effectiveness of Instructional Technology Tools in Online Business Programs

An evaluation rubric was developed to assess instructional technology tools used within online business programs to enhance learner engagement and content presentation skills. The evaluation was designed to determine if the instructional technology within the lesson helped to engage the learner, impact the assessment of outcomes, and improve the ability to present the content of the learning material. In this case study example, an instructional lesson was developed to instruct learners in creating a Work Breakdown Structure (WBS) using a project management software tool. This lesson was designed to be completed in 30 minutes or less. Step-by-step guides for obtaining a free copy of the project software application and creation of a WBS, including a visual example of a finished WBS, were built into this lesson. The lesson also included performance objective alignment to support future analysis of student performance across all courses in which this lesson existed within the Learning Management System (LMS). This evaluation rubric was built into the LMS for the evaluation team (n= 69) and yielded highly positive results of the training lesson across five categories of evaluation: (a) Technology Use (24.05/25), (b) Learner Engagement (19.05/20), (c) Goals and Objectives (19/20), (d) Assessment Value (19.05/20, and (e) Content Presentation (14.05/15). The rubric is one form of evaluation to address assessment elements within courseware development and will be validated in future research projects

Simulation to Application. The Use of Computer Simulations to Improve Real-World Application of Learning

Simulations have been used in training and education for years to aid students in gaining the skills needed to complete a task in a low risk environment. However, students can have trouble connecting the skills used in the simulated working environments to skills that are needed to be applied in the real-world environment, referred to as adaptive transfer. The simulations referred to in this study are simulated environments that mirror students kill application, not a simulation of an event that is meant to aid students in the development of concept knowledge around the demonstrated event. This study examines students\u27 ability to transfer skills learned during a simulation activity to that of a real-world application setting. The study is situated within an introductory engineering computing course in which students are required to work within MyITLab to gain familiarity with using Microsoft Office Software, specifically Microsoft Excel. In this setting, students are expected to use high fidelity simulations, complete online course work based upon these simulations, and then complete a comprehensive exam to demonstrate skills learned with the real-world application. Guided by Kolb\u27s experiential learning theory, end of course surveys were implemented to investigate student self-efficacy, the adaptive transfer process, and students\u27 perceived ability to successfully use this software for real world productivity outside of the classroom environment. Survey questions focused upon the student experience when working with simulation software and how using the software enabled them to use Microsoft Excel effectively. Survey results were correlated with course grades from preparation simulation activities and the final application exam. The implementation of simulated activities within the course was found to reflectively engage students with the content of the activity and provide students with a true experimental environment in order to create a real-world project. By gaining a better understanding of how students transfer knowledge from the simulated activity environment to the application environment, while capturing individual learning preferences, instructors will be able to better aid students to more effectively transition skills between different types of environments and create a more holistic learning environment that converts theoretical understanding into practical application

Poll Everywhere! Even in the Classroom: An Investigation into the Impact of Using PollEverwhere in a Large-Lecture Classroom

Over the past several years, there has been a call in higher education to move from traditional lecturing to a more active classroom. However, many faculty members face multiple challenges when attempting to make a large lecture (over 100 students) an active learning environment. One way researchers have suggested engaging a large lecture is through Concept Tests and Peer Instruction, which can require additional resources to be purchased by students, such as electronic response systems or clickers. This study will investigate the applicability of utilizing the free software PollEverywhere, which can be accessed using student cell phones (Text messages and Twitter) or personal laptop computers (www.pollev.com), as a potential method to improve student engagement by open-ended, reflective, multiple-choice, and content specific questions in a more efficient manner as perceived by students in a large-lecture classroom. The purpose of this study is to investigate the impact of implementing polling software (PollEverywhere) on student engagement in an introductory computer science large lecture classroom (n = 291). The ease of use of this technology can help with the adoption of this active learning strategy. Research needs to be done to measure the impact of this software. During the fall semester of 2013, a pilot study was completed in an introductory computing course for non-computer science majors. During lecture, students were regularly asked to use the PollEverywhere software to respond to open-ended, reflective, multiple-choice, and content specific questions. At the end of the semester, students were asked to complete the survey to gauge if using the PollEverywhere software specifically changed their views of the course or about using response systems int he class. The results were generally positive with many of the students stating they enjoyed using PollEverywhere and felt more engaged when PollEverywhere was used. More students felt more engaged with the open-ended questions than with multiple choice questions. Being able to ask open-ended questions is a benefit of using PollEverywhere over a traditional clicker system as well. The pilot study results uncovered a number of supportive elements for using PollEverywhere which will be investigated further in the next stage of the study

From Enrollment to Employment: A DACUM Approach to Information Systems and Information Security and Assurance Curriculum Design

Issues associated with information security are numerous and diverse. Since the majority of organizational actions rely greatly on information and communication technologies, Information Systems (IS) security is now a main concern for firms, governments, institutes, and society as a whole. As a result, a plethora of graduate programs have been created, covering nearly every aspect of IS security. The authors review the current state of the IS industry presented in the literature, and identify a panel of IS experts in which to explore current job skill needs using a “Developing a Curriculum,” DACUM, process to support curriculum design for two graduate degrees in IS and Information Security and Assurance (ISA) through the eyes of a university that has a unique relationship with Microsoft and an active Industry Advisory Board (IAB)

From Enrollment to Employment: A DACUM Approach to Information Systems and Information Security and Assurance Curriculum Design

Issues associated with information security are numerous and diverse. Since the majority of organizational actions rely greatly on information and communication technologies, Information Systems (IS) security is now a main concern for firms, governments, institutes, and society as a whole. As a result, a plethora of graduate programs have been created, covering nearly every aspect of IS security. The authors review the current state of the IS industry presented in the literature, and identify a panel of IS experts in which to explore current job skill needs using a “Developing a Curriculum,” DACUM, process to support curriculum design for two graduate degrees in IS and Information Security and Assurance (ISA) through the eyes of a university that has a unique relationship with Microsoft and an active Industry Advisory Board (IAB)

Cyber Insurance Effects on Cyber Hygiene: Does the Homeostatic Effect Apply?

A theoretical framework and research strategy is proposed to gain insight into perceptions and decisions as to how SMBs make decisions regarding cybersecurity hygiene measures, which could lead to betterinformed decisions regarding insurance as part of an ISA program, as well as have a bearing on policy structures and pricing for such insurance. This is because the definition of “cybersecurity hygiene habits”(CHH) as a task appears to vary within the industry and makes the practice hard to measure and evaluate. Research suggests that there may be a poorly understood connection between CHHs undertaken by organizations and their perceptions and/or adoption of cybersecurity insurance as well, thus leading to gaps or holes within business security perimeters. Homeostatic Risk Theory (HRT) has been observed in other venues in which the use of risk mitigation measures (including insurance) leads to more risky behavior; this may have a bearing on why so many organizations, particularly Small and Medium Businesses (SMBs) are very slow to adopt Information Security Assurance (ISA) measures at all or do so minimally. This paper presents a theoretical framework and proposed research, which will provide greater clarity on these issues while highlighting areas where further research is required