Dissertations / Theses: 'Educational interactive technology'

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Verhoeven, Yen. "The Grounded Theory of Interactive Spatial Learning from a Virtual World." Thesis, University of Rochester, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10792634.

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This dissertation presents a multidimensional learning theory called Interactive Spatial Learning (ISL). Using constructivist grounded theory methodology, ISL was abductively derived from a qualitative investigation into the forms of learning that emerged through the practices found at the Builder’s Brewery school in the 3D virtual world of Second Life. ISL was developed in response to the divergence that exists between two theoretical perspectives in online learning research; studies from a cognitive perspective define learning as changes in individual cognition while studies from a sociocultural perspective define learning as participation. The exclusive adoption of either learning perspective may lead to oversights in four important aspects of learning: (a) the temporal sequencing of independent and social regulatory learning processes, (b) contextual learning cues embedded within the virtual learning environment, (c) individual learner attributes, and (d) the development of socioemotional connections between learners. To address these oversights, this study utilized data collected from interviews, participant observations, chat logs, survey responses, and digital artifacts to extend our understandings of the learning that emerges from the coordinating mechanisms between the individual, social, and technological aspects of a virtual learning environment. Data collection and analysis incorporated the use of data sensitizing principles to develop the theoretical constructs of knowledge places, community-based Discourses, and technology mediation found in ISL. ISL posits that learning is the recontextualization of information to different modalities through interactions that occur in interactive spaces. Interactive spaces are where information and knowledge are generated and transformed. At a systemic level, ISL explains information flow across spaces and semi-permeable boundaries mediated by technology. At a mechanistic level, a sub-theory of ISL, called autonomous learning, looks at the emergent learning process and how people learn—the nature of which is spontaneous, self-directed, and independent. Autonomous learning trajectories describe the processes that individuals construct in order to learn. These trajectories consist of four different but interchangeable and repeatable components: learning cues/Cues, learning goals, resourcing, and recontextualization. This dissertation concludes by exploring the implications and connections that ISL has to instructional design, pedagogy, and theorizing in online spaces.

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Risha, Zachary Joseph. "Interactive Close Reading." Thesis, Virginia Tech, 2017. http://hdl.handle.net/10919/77914.

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Over the past two decades, the readership of poetry has declined to the point that the art form is seldom engaged with by the public. I argue that reading poetry requires a skillset that must be learned, practiced, and refined. While close reading is traditionally trained in college classrooms, such spaces cannot reach broad audiences. To address this dearth, I have developed a web app that applies interactive learning strategies, through a series of exercises, to cultivate expert reading practices in novice users. Close Reading will guide users through poems by Robert Frost. With each poem, users will progress through exercises grounded in the practices of expert readers. For instance, users will block poems into sections to allow a chunking of the material, slowing down novice reading speeds. Another exercise cognitively models the act of reading by displaying the sequential thoughts of a reader making sense of a work. Furthermore, Socratic questioning will attempt to stimulate an internal dialogue to foster focus and interpretation. These exercises will build on one another and attempt to replicate pedagogical processes observed in the classroom. Performing these pedagogical exercises will provide a resource for developing the skillset necessary for poetry appreciation. This ambitious digital humanities project experiments with a new venue for pedagogy and poetry, promoting an engagement with the public frequently neglected in academic work.
Master of Arts

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Hilmer, Gunter. "Separation of educational and technical content in educational hypermedia." Thesis, University of South Wales, 2009. https://pure.southwales.ac.uk/en/studentthesis/separation-of-educational-and-technical-content-in-educational-hypermedia(5f334763-496c-4ca5-9c66-0f47c4dafbd8).html.

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The creation and development of educational hypermedia by teachers and educational staff is often limited by their lack of computing skills, time and support from the educational institutions. Especially the lack of computing skills is a hinderance to most of today’s educational experts. The problem is to find out how those educational experts could be supported by computer based tools which are tailored especially to their needs without having any technical limitations. In this study the separation of technical and educational content in educational hypermedia is examined as a solution to this problem. The main hypothesis of this study is that the separation of technical and educational content is possible if it is based on a fine-grained structure of different teaching and learning strategies and their conversion into an authoring tool. Such an authoring tool would make the creation of educational hypermedia very easy for teachers and therefore enable them to overcome the existing obstacles. The development of a new model, the creation of a new XML language and the implementation of a new authoring tool form the basis for a detailed investigation. The investigation was done by undertaking several research tasks like the evaluation of the XML language and the authoring tool by a group of educational experts of different knowledge domains, the practical usage of the authoring tool for the creation of real-life based educational material and the analysis of the gained research results. The analysis of the qualitative data showed that the separation of educational and technical content in educational hypermedia is possible and that it can be applied by educational experts with low computing skills as well as by technical experts with no educational background. Furthermore, the analysis allowed some additional insights into the creation of educational material by teachers and how it can be improved. The main conclusion of this study is that authoring tools in educational hypermedia should use the separation of educational and technical content based on different teaching and learning strategies which allows educational experts with low computing skills to create educational content for delivery via the World Wide Web.

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Fedulov, Vitali. "Educational evaluation of an interactive multimedia learning platform : computerized educational platform in heat and power technology." Licentiate thesis, Stockholm, 2005. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-396.

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Romeo, Michael Joseph. "BioMedTech Virtual Clinic: Building a Virtual Interactive Simulation for Educational Research." Kent State University Honors College / OhioLINK, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=ksuhonors1355177747.

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Watkins, Mark N. "Technology and the history-social science framework." CSUSB ScholarWorks, 1992. https://scholarworks.lib.csusb.edu/etd-project/1055.

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Yeakey, Janelle. "Infusing technology and algebra grant proposal." Online version, 2009. http://www.uwstout.edu/lib/thesis/2009/2009yeakeyj.pdf.

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Cook, Casey J. "EXPLORING THE USE OF INTERACTIVE MULTIMEDIA AS AN INSTRUCTIONAL RESOURCE IN MIDDLE SCHOOLS OF NORTHWEST OHIO." Bowling Green State University / OhioLINK, 2006. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1143487641.

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Manzo, Vincent Joseph. "The Effects of Polyphonic Interactive Music Systems on Determining Harmonic Functions." Diss., Temple University Libraries, 2012. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/164455.

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Music Education
Ph.D.
The ability to determine chords and progressions used in popular music is a valuable skill for musicians and part of musicianship. A music educator should be able to listen to the popular songs familiar to students and quickly and easily determine the chords and progressions being used in this music in order to convey information to the students about how the piece was composed and how it may be performed. Though some view this skill as being important, it is not assessed on teacher certification examinations, and the NASM (2010) accreditation mandate for addressing these particular skills in undergraduate and graduate ear-training (aural skills) courses is unclear at best. Musicians who have learned music informally may be more adept at this skill, likely out of the necessity to learn new music without the assistance of reading standard music notation. Mastery of this skill, however, could have more to do with the frequency that individuals perform with a polyphonic instrument as opposed to performers who play primarily monophonic instruments. When compared to musicians who have mastered a polyphonic instrument such as guitar or piano, musicians lacking experience performing on a polyphonic instrument may also lack an understanding of the concept of a three-note sonority functioning in a way specified by the key. In order to determine chords and chord progressions, experience performing harmony, hearing how it functions, and doing so with fluency is necessary. For players of monophonic instruments such as the trumpet or voice, the traditional approach for supplementing the lack of experience playing a polyphonic instrument is to give them piano lessons. However, without mastery of performance skills on this instrument, the fluency necessary to afford experiences in which the performer can be performing harmony while hearing how it functions can be difficult. One solution can be the implementation of interactive musical instruments and environments that provide a way of performing harmony with controls that are more accessible in terms of immediate use than traditional instruments. Technology-based musical instruments are easily obtainable to individuals via digital mediums and allow an immediacy by which an individual can compose and perform even without formal music training (Manzo, 2007; Pask, 2007; Wel, 2011). The present study observed the effects of activities involving polyphonic interactive music systems on participants' ability to determine chords and progressions. I observed the ways that post-test scores changed after using the software, and noted the extent to which subjects were able to determine chord progressions better or worse with the aid of this interactive software system versus a traditional polyphonic instrument. An increased ability to do so could yield important implications for individuals looking to easily perform chords for pedagogical reasons, such as practicing the determination of chords and chord progressions, but who lack mastery performing a polyphonic instrument; an interactive system could provide an alternative to traditional instruments. The open-source software developed and used for this study can be easily changed to allow musical events to be triggered using any sort of control mechanism including sensors, buttons, and more. This software, with its limited number of labeled controls, can be expanded to function as a prototype for future research. Visit www.vjmanzo.com/dissertation for more information.
Temple University--Theses

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Boyd, James L. "Interactive simulations| Improving learning retention in knowledge-based online training courses." Thesis, Capella University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10261889.

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The purpose of this quasi-experimental quantitative study was to investigate whether online interactive simulations would provide a positive improvement in learners’ ability to apply critical thinking skills in a dangerous work environment. The course in which an improvement in critical thinking skills was the target outcome was a course which addressed electrical safety-related work practices for electrical apprentices in dangerous work environments. The interactive simulation identified for this study provided different levels of high-fidelity simulations in a dangerous electrical environment, in which the learner was subjected to scenarios where that learner could face simulated injury or death. Critical thinking was measured by a post-Test instrument developed using a DELPHI process and designed to evaluate critical thinking skills in electrical scenarios presented in the simulation. An Independent Samples t-Test was conducted to determine if there was a significant difference, as determined by the post-Test, between a comparison group that did not use the simulation and an experimental group who did use the simulation. In this study, there was no significant difference between the comparison group and the experimental group on the post-Test. The theoretical framework examined in this study included constructivism, self-guided study, cognitive overload, and motivation; and the effect of each was discussed in the study. This research study identifies the need for additional research into the best use of interactive simulations in online course development.

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DeVaney, Jonah E. "tidyTouch: An Interactive Visualization Tool for Data Science Education." Digital Commons @ East Tennessee State University, 2020. https://dc.etsu.edu/honors/529.

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Accessibility and usability of software define the programs used for both professional and academic activities. While many proprietary tools are easy to grasp, some challenges exist in using more technical resources, such as the statistical programming language R. The creative project tidyTouch is a web application designed to help educate any user in basic R data visualization and transformation using the popular ggplot2 and dplyr packages. Providing point-and-click interactivity to explore potential modifications of graphics for data presentation, the application uses an intuitive interface to make R more accessible to those without programming experience. This project is in a state of continual development and will expand to cover introductory data science topics relevant to academics and professionals alike. The code for tidyTouch and this document can be found at https://github.com/devaneyJE/tidyTouch_thesis (see ui.R and server.R files for application code).

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Okundaye, Moriamo. "Measuring Community College Math Students Self-Report of Learning Engagement when Interactive Whiteboards Are Used in Classroom Teaching." Thesis, Northcentral University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10685901.

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Technology is becoming an important tool in the field of education, especially in post-secondary studies. Higher education in the 21^st century age of technology is impacted greatly by instructional technology. The problem addressed in this study was the integration of technology as a teaching tool in community college math classrooms is not yet being fully embraced and funded despite the vital tool technology has become in mathematics. The purpose of this quantitative study was to gather data on community college math students’ degree of learning engagement when interactive whiteboards are used in the classroom. The sample used in the study was a convenience non-probability sample of approximately n = 100 community college students selected from four classrooms of two different math courses at the study site where smart boards are used in the math classes. The quantitative data collection method used in the study was a 13-item survey with a 4-point Likert scale ranging from strongly agrees to strongly disagree. Surveys were collected and an analysis was conducted to determine the degree, if any, of math students’ self-report of learning engagement when whiteboards are used in the classroom. The results of this study showed that the respondents self- reported an increase in learning engagement in classrooms equipped with interactive whiteboard technology. In addition, this study revealed no significant differences in the findings from two separate independent groups. The findings propose the indications for further practice is the use of interactive whiteboard in math courses. The study findings also indicate a need for future research investigating the research question in other settings. Further, the need for research to investigate methods to increase professional development for instructor’s usage was also indicated.

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Butcher, Margaret Miller. "McLuhan revisited : adaptive instructional strategies for interactive television /." free to MU campus, to others for purchase, 2002. http://wwwlib.umi.com/cr/mo/fullcit?p3074382.

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Stanton, Judith Carroll. "An Investigation of Teacher Librarians' Use of Interactive Whiteboard Technology for Literacy Instruction." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/203.

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Although school systems have made investments in technology with the intention of raising student scores on state and national tests, improvements in student achievement have not always followed. The purpose of this study was to investigate teacher librarians' use of interactive whiteboards to improve student literacy. This qualitative case study was guided by the theory of social constructivism, wherein individuals learn through interaction with peers and knowledgeable others. The research questions were focused on how teacher librarians integrated multi-literacies and technological skills into pedagogical goals. Data were collected from a 4-member focus group interview, a questionnaire delivered to a subset of 3 teacher librarians, and public documents of the school system. All data were color-coded and analyzed for emergent common themes. The findings indicated that although the teacher librarians used interactive whiteboard technology to teach multiple literacies and technological skills to students and fellow teachers, 2 of the 4 participants did not use all of the interactive whiteboard tools. Based upon the findings, a professional development project was designed to improve educators' technological and multi-literacies skills in the school system. Recommendations include creating a repository of technology rich lesson plans, and expanding collaboration among educators. Increasing multi-literacies and technological skills may lead to positive social change through the enhancement of students' literacy and technology skills at school and for future employment.

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Birch, Dawn P. "Factors influencing academics' development of interactive multimodal technology-mediated distance higher education courses." Thesis, Queensland University of Technology, 2008. https://eprints.qut.edu.au/16698/1/Dawn_Birch_Thesis.pdf.

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Advances in technology and the continued emergence of the Web as a major source of global information have encouraged tertiary educators to take advantage of this growing array of resources and move beyond traditional face-to-face and distance education correspondence modes toward a rich technology-mediated learning environment. Moreover, ready access to multimedia at the desk-top has provided an opportunity for educators to develop flexible, engaging and interactive learning resources incorporating multimedia and hypermedia. This study investigates pedagogical, individual and institutional factors influencing the adoption and integration of educational technology by academics at a regional Australian university for the purpose of developing interactive multimodal technology-mediated distance education courses. These courses include a range of multimodal learning objects and multiple representations of content in order to cater for different learning styles and modal preferences. The findings of this study revealed that a range of pedagogical, individual and institutional factors influence academics' development of interactive multimodal technology-mediated distance education courses. Implications for distance education providers and individual academics arising from these factors and subsequent recommendations are presented.

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Birch, Dawn P. "Factors influencing academics' development of interactive multimodal technology-mediated distance higher education courses." Queensland University of Technology, 2008. http://eprints.qut.edu.au/16698/.

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Advances in technology and the continued emergence of the Web as a major source of global information have encouraged tertiary educators to take advantage of this growing array of resources and move beyond traditional face-to-face and distance education correspondence modes toward a rich technology-mediated learning environment. Moreover, ready access to multimedia at the desk-top has provided an opportunity for educators to develop flexible, engaging and interactive learning resources incorporating multimedia and hypermedia. This study investigates pedagogical, individual and institutional factors influencing the adoption and integration of educational technology by academics at a regional Australian university for the purpose of developing interactive multimodal technology-mediated distance education courses. These courses include a range of multimodal learning objects and multiple representations of content in order to cater for different learning styles and modal preferences. The findings of this study revealed that a range of pedagogical, individual and institutional factors influence academics' development of interactive multimodal technology-mediated distance education courses. Implications for distance education providers and individual academics arising from these factors and subsequent recommendations are presented.

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Manzo, Daniel Vito. "Using Interactive Media As An Educational Alternative To Traditional Music Instruction." Digital WPI, 2015. https://digitalcommons.wpi.edu/etd-theses/1121.

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"Video games are more popular now than they have ever been, and the video game industry is on the verge of hitting its Golden Age (Diver, 2015). In 2015 alone, the video game industry is predicted to reach $91 billion in sales revenue (Nunnely, 2015). Video games have become a key element in today’s youth culture (Seel, 2001; Aarsand, 2007; Gee, 2007). With such a successful and culturally relevant medium at their disposal, pedagogues can use this form of entertainment as a gateway medium for educational instruction. This paper describes the progressive integration of technology in music education as well as the implications of using a non-traditional method of educational instruction through a video game. Focusing specifically on the instruction of music theory, several methods of instruction are examined. Past studies using video games as a medium to convey instruction are further examined. The development of an educational music theory video game is explored along with several development tools in its design. A randomized controlled trial was conducted in an undergraduate classroom where participants completed a series of activities using either the music theory video game prototype or a simulated method book application. The data suggests a significant improvement in each skill topic when using the video game and compares similarly to the simulated method book application."

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Schut, Christina. "Student Perceptions of Interactive Whiteboards in a Biology Classroom." Cedarville University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=cedar1202225704.

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Wells, Amy Tracy. "Hypermedia and learning contrasting interfaces to hypermedia systems /." Diss., Connect to online resource - MSU authorized users, 2008.

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Thesis (Ph. D.)--Michigan State University. Dept. of Counseling Educational Psychology, and Special Education, 2008.
Title from PDF t.p. (viewed Aug. 18, 2009). Includes bibliographical references (p. 221-229). Also issued in print.

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Van, Loon Carey Brunner, Frances Berdan, and Edward A. Stark. "EthnoQuest: An interactive multimedia simulation for cultural anthropology fieldwork." CSUSB ScholarWorks, 1999. https://scholarworks.lib.csusb.edu/etd-project/1938.

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EthnoQuest, an interactive multimedia CD-ROM simulating a visit to a fictional village named Amopan, was conceived as an adjunct to college-level classroom instruction in introductory anthropology courses. Since these classes typically involve large numbers of students, the logistics on conducting actual fieldwork pose serious problems for instructors and students alike. The conception of an engaging, interactive, accessible learning tool that incorporates appropriate pedagogical principles has found its ultimate expression in EthnoQuest.

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Alkhawajah, Amirah. "Guidelines for Remote Usability Testing of Children's Interactive Products." Ohio University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1525711014013404.

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Zhang, Liang. "Application of web-based interactive and multimedia technology in an introductory engineering course." Ohio : Ohio University, 2001. http://www.ohiolink.edu/etd/view.cgi?ohiou1177522206.

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Zolna, Jesse S. "Two stage process model of learning from multimedia guidelines for design /." Diss., Atlanta, Ga. : Georgia Institute of Technology, 2008. http://hdl.handle.net/1853/22668.

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Thesis (Ph. D.)--Psychology, Georgia Institute of Technology, 2008.
Committee Chair: Richard Catrambone; Committee Member: James Foley; Committee Member: Mark Guzdial; Committee Member: Paul Corballis; Committee Member: Wendy Rogers.

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Smith, Samuel Joseph Chester. "The Development of Interactive Technology for Conveying Symbols, Signs, and Meaning for Beginning Learners of Arabic." BYU ScholarsArchive, 2012. https://scholarsarchive.byu.edu/etd/3254.

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This study explored how a computer-assisted second-language instructional method introduced basic Arabic vocabulary and grammar and affected vocabulary acquisition. This instructional method used audio, text and animated images to introduce the vocabulary and grammar in a meaningful step-by-step presentation. Volunteers from Brigham Young University and Brigham Young University-Idaho were randomly assigned to either a control group or an experimental group to participate in interactive Arabic language computer programs. The control group received Arabic instruction by means of computerized flashcards, while the experimental group received Arabic instruction by means of animated images. Following the treatment, the volunteers completed an online posttest to measure how much Arabic vocabulary and grammar they learned. Statistical analyses indicated that, overall, neither method was significantly better than the other for these groups of volunteers.

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Rivers, Grier Kivette. "Interactive Whiteboards in Third Grade Science Instruction." NSUWorks, 2009. http://nsuworks.nova.edu/gscis_etd/289.

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Strategies have been put into place to affect improvement in science achievement, including the use of Interactive Whiteboards (IWBs) in science instruction. IWBs enable rich resources, appropriate pacing, and multimodal presentation of content deemed as best practices. Professional development experiences, use of resources, instructional practices, and changes in professional behavior in science teachers were recorded. Also recorded were differences in the engagement and motivation of students in IWB classrooms versus IWB-free classrooms and observed differences in students' problem solving, critical thinking, and collaboration. Using a mixed-method research design quantitative data were collected to identify achievement levels of the target population on the assumption that all students, regardless of ability, will achieve greater mastery of science content in IWB classrooms. Qualitative data were collected through observations, interviews, videotapes, and a survey to identify how IWBs lead to increased achievement in third grade classrooms and to develop a record of teachers' professional practices, and students' measures of engagement and motivation. Comparative techniques determined whether science instruction is more effective in IWB classroom than in IWB-free classrooms. The qualitative findings concluded that, compared to science teachers who work in IWB-free settings, elementary science teachers who used IWBs incorporated more resources to accommodate learning objectives and the varied abilities and learning styles of their students. They assessed student understanding more frequently and perceived their classrooms as more collaborative and interactive. Furthermore, they displayed willingness to pursue professional development and employed different engagement strategies. Finally, teachers who used IWBs supported more instances of critical thinking and problem-solving. Quantitative findings concluded that students of all ability levels were more motivated and engaged in IWB classes. Best practices distilled included combining IWBs with handheld peripherals to maximize assessment; the determination that formal professional development is more effective than peer coaching; that effectively managing an IWB classroom is as vital as learning how to use board itself; and that IWB teachers should be able to modify resources to tailor them for the circumstances of their classroom.

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Swanepoel, Gerhard. "An investigation into the viability of introducing technology-mediated interactive learning into the business school curriculum." Thesis, Stellenbosch : Stellenbosch University, 2000. http://hdl.handle.net/10019.1/51614.

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Thesis (MBA)--Stellenbosch University, 2000.
ENGLISH ABSTRACT: The information technology revolution has not really impacted the core processes of learning and teaching in business schools. Business schools stand in stark contrast to organisations where IT forms the new infrastructure for communication, decision-making, product development and service delivery. In this context, advanced and emerging information technologies are increasingly viewed as a key resource in enabling new and effective learning process. and educational innovations. The study introduces an interactive computer-mediated learning system designed for the field of People and Change Management that, whilst interacting with the student, also integrates seamlessly with traditional information sources.
AFRIKAANSE OPSOMMING: Die informasie tegnologie revolusie het nog nie regtig 'n groot impak op die kern prosesse van leer en onderwysing in besigheidskole gemaak nie. Besigheidskole staan in skerp kontras met organisasies waar IT die nuwe infrastruktuur vorm vir kommunikasie, besluitneming, produk ontwikkeling en dienslewering. In hierdie konteks word gevorderde en ontwikkelende informasie tegnologieë gesien as al hoe meer van kern belang in die daarstelling van nuwe en effektiewe leer prosesse en onderwys innovasie. Die studie boekstaaf die ontwikkeling van 'n rekenaar model om hierdie probleem aan te spreek in die veld van Menslike Hulpbronne en Veranderingsbestuur. Die impak is tweeledig van aard, die daarstelling van 'n interaktiewe leer proses, sowel as integrasie met tradisionele inligting bronne.

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Gleason, Jeanne. "Development of an interactive multimedia presentation for use in a public delivery setting." Diss., This resource online, 1991. http://scholar.lib.vt.edu/theses/available/etd-01052009-132354/.

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Thesis (Ed. D.)--Virginia Polytechnic Institute and State University, 1991.
Vita. Accompanied by videocassette (sd., col. ; 1/2 in.) with title: A vip tour of the Ntural resource extravaganza. Abstract. Includes bibliographical references (leaves 92-108). Also available via the Internet.

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Abou-Dagga, Sanaa Ibrahim. "Factors related to the adoption of a two-way interactive distance education technology instrument development, instrument validation, and causal model testing /." Full text available, 1995. http://images.lib.monash.edu.au/ts/theses/aboudagga.pdf.

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Snyder, Jeffrey S. "Effects of computer assisted instruction on learning a case study /." Instructions for remote access. Click here to access this electronic resource. Access available to Kutztown University faculty, staff, and students only, 1999. http://www.kutztown.edu/library/services/remote_access.asp.

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Thesis (M.S.)--Kutztown University of Pennsylvania, 1999.
Source: Masters Abstracts International, Volume: 45-06, page: 2812. Accompanying CD-ROM entitled: Project : interactive : an interactive introduction to creating interactive media. Typescript. Abstract precedes thesis as 3 preliminary leaves. Includes bibliographical references (leaves 84-89).

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Schroeder, Barbara A. "Multimedia-enhanced instruction in online learning environments /." ProQuest subscription required:, 2006. http://proquest.umi.com/pqdweb?did=1179968651&sid=3&Fmt=2&clientId=8813&RQT=309&VName=PQD.

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Wilson, Gregory. "Experiences with the Mobile Interactive Learning Table: a custom table for education." Thesis, Virginia Tech, 2011. http://hdl.handle.net/10919/36090.

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Multi-touch technology on tabletop displays lets children interact with digital objects in collaborative and competitive ways. Multi-touch tables are not a part of classroom instruction because of high cost and lack of meaningful applications. This thesis explores possible solutions to building hardware and software that support the engagement of children. Outlined is a demonstration of our Mobile Interactive Learning Table (MILT), a custom hardware system that can be built for a cost well below current commercial implementations. Experiences with transporting the table to schools and similar settings are discussed, as well as proposed advantages to this do-it-yourself custom approach. Additionally, digital card games were created to encourage elementary and middle school student engagement in meaningful learning. Observations of children collaborating and competitively playing these games, and a comparison study comparing gameplay using different input devices were conducted.
Master of Science

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Mendez, Eduardo. "Groundwater Interactive: Interdisciplinary Web-Based Software Incorporating New Learning Methodologies and Technologies." Thesis, Virginia Tech, 2002. http://hdl.handle.net/10919/35796.

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Groundwater related courses are offered through several colleges at Virginia Tech. These classes enroll a diverse group of students with varied academic backgrounds and educational levels. Though these classes emphasize different aspects of groundwater resources, they lack a unified approach in instructional materials and learning methodologies for knowledge they do share. The goals of this research are to lessen the impact of variable student backgrounds and to better integrate the courses to improve teaching and learning, through the development of a multi-tiered, interdisciplinary website, Groundwater Interactive (GWI). GWI, as an educational technology, employs a variety of interactive multimedia. The primary educational components of the website include interactive and graphical models and quizzes, and a student-authored primer. An implementation strategy based on experiential and cooperative learning models is developed for application of the GWI tool in the classroom. An assessment methodology to evaluate the effectiveness of these new learning methods and techniques was also developed, but was not implemented as part of this work.
Master of Science

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Schlueter, Vincent J. "Leading for Educational Equity in a Context of Accountability| A Research Study on Teachers' Understanding of Mathematical Pedagogy and Willingness to Utilize Interactive Whiteboard Software to Enhance Mathematics Instruction at the K-8 Level." Thesis, Southern Illinois University at Edwardsville, 2016. http://pqdtopen.proquest.com/#viewpdf?dispub=10125490.

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The purpose of this mixed methods study is to test teachers’ capacity towards understanding of mathematical pedagogy and their willingness to utilize interactive whiteboard software to provide visual representations through virtual manipulatives and to understand how teachers are using interactive whiteboard software during instruction. Based Upon Linda Lambert’s Capacity Theory and Michelle Hodara’s five strands of Math Pedagogy, this study attempted to answer how we can improve mathematics instruction through implementing interactive whiteboards. This study looked at the relationship between teachers’ understanding of math pedagogy and their willingness to implement interactive whiteboards to enhance and engage instruction at the kindergarten through eighth grade. Included in this study is the role administrators play in improving mathematics instruction. Additionally, attitudes towards engaging instruction in both teachers and administrators were analyzed. The findings and discussions led to the adaptation of Linda Lambert’s 4-quadrant matrix to a new Improving Capacity to Teach Math matrix.

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Alreiahi, Nadeyah. "The Observed Use of Technology Enabled Active Learning Classrooms and Interactive Learning Strategies in Higher Education: A Case Study." Ohio University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1603816370213921.

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Langan-Perez, Julie A. "An Investigation of the Effects of Interactive Whiteboards as Perceived by Ohio High School Foreign Language Teachers." University of Toledo / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1382223498.

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McClaran, Robin R. "INVESTIGATING THE IMPACT OF INTERACTIVE APPLETS ON STUDENTS’ UNDERSTANDING OF PARAMETER CHANGES TO PARENT FUNCTIONS: AN EXPLANATORY MIXED METHODS STUDY." UKnowledge, 2013. http://uknowledge.uky.edu/stem_etds/2.

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The technology principle in the Principles and Standards for School Mathematics (NCTM, 2000) states that technology plays an important role in how teachers teach mathematics and in how students learn mathematics. The purpose of this sequential explanatory mixed-methods study was to examine the impact of interactive applets on students’ understanding of parameter changes to parent functions. Students in the treatment classes were found to have statistically significantly higher posttest scores than students in the control classes. Although the data analysis showed a statistically significant difference between classes on procedural understanding, no statistically significant difference was found with regard to conceptual understanding. Student and teacher interviews provided insight on how and why the use of applets helped or hindered students’ understanding of parameter changes to parent functions.

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Griffin, Jean. "Learning to Program From Interactive Example Code (With and Without Intentional Bugs)." Diss., Temple University Libraries, 2018. http://cdm16002.contentdm.oclc.org/cdm/ref/collection/p245801coll10/id/488614.

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Math & Science Education
Ph.D.
Computing education for learning to program has made great strides in the current century. Exciting educational technologies are now available and active learning pedagogies are increasingly used. Interest is strong, but the longstanding problem remains: learning to program as an analytical endeavor is quite frustrating for many. The purpose of this study is to discover ways to mitigate this frustration. It researches ways to help students comprehend code by guiding them to take it apart (through reading, tracing, completing, and debugging) as they learn to write code on their own. This study contributes to the understanding of learning from errors. It also builds upon and further develops the emergent pedagogy of de-constructionism. The de-constructionist approach involves taking things apart, practice, and learning from errors. This study applies a de-constructionist approach in an experiment with ~80 undergraduates learning Python in an introductory programming class. During weekly lab periods, students engaged with web-based interactive practice problems that emphasize reading, tracing, completing, and in some cases, debugging code. Students also wrote code for lab and homework assignments. Approximately half of the students were given some that involved learning from bugs that were intentionally placed in the provided code, while the others were not. Learning gains were assessed using pre/post tests and exams. Surveys were used to measure attitudes. Learning gains and attitudes were compared according to condition (Bugs, NoBugs), prior experience, gender, minority status, and class size. This study demonstrates that bugs can be intentionally incorporated into practice problems that students like to solve, without detrimental effects on learning or attitudes about computing. It also contributes to the literature on code comprehension.
Temple University--Theses

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Bower, Matthew. "Designing for interactive and collaborative learning in a web-conferencing environment." Phd thesis, Australia : Macquarie University, 2008. http://hdl.handle.net/1959.14/26888.

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Thesis (PhD)--Macquarie University, Division of Information and Communication Sciences, Computing Department, 2008.
Bibliography: p. 503-514.
This study investigated learning design in a web-conferencing environment based on three semesters of lessons conducted as part of an introductory programming subject. As well as characterizing the nature of discourse and interaction, the study focused on how the design of the interface, activity and task type affected collaboration and learning. Engeström's (1987) Activity Theory based upon a socio-constructivist view of learning was used to frame the analysis. --Interface designs incorporated theory relating to graphical user interface design, multimedia learning, and findings from the cognitive sciences. Activity designs were differentiated based on the degree of student ownership, from teacher-centred (transmissive) approaches, to teacher-led (guided interaction) approaches, to student-centred (collaborative group-work) designs. Types of tasks were considered on the basis of their level of knowledge (declarative, procedural and conceptual), their character (authenticity, situatedness) and their domain specific nature (in the field of computer science education). The effects of the different interface, activity and task designs on collaboration and mental model formation were explored. --A mixed method approach to analysis was adopted, incorporating a design-based research study and a multimodal discourse analysis. The design-based research allowed a broader, more interpretivistic and process focused analysis to be conducted, based on the strategic redesigns that occurred between iterations of the subject. The multimodal discourse analysis enabled more detailed, objective and outcomes based measurements of the subject of discourse, the nature of interactions and the types of modalities used to mediate learning. Triangulating data from the design-based research study and the multimodal discourse analysis provided a more complete description of phenomena and promoted greater reliability. --Results include the way in which different modalities afforded different possibilities for representing, and how combinations of those modalities could be effectively integrated by applying multimedia learning principles. Student-centred learning designs increased student involvement, allowing them to take greater ownership over the content and to more fully share their mental models. Authentic, meaningful problem solving tasks promoted greater student engagement. The capacity to dynamically redesign the interface based on the collaborative and cognitive requirements of the learning episode supported more effective implementation of conversational (Laurillard, 2002) approaches to learning. --More effective interaction and collaboration resulted from prescribing patterns of engagement, managing activity and technology so that student discourse could focus on content, and providing guidance regarding semiotic representational forms so that students could concentrate on applying those representations rather than inventing them. Teacher and student virtual classroom competencies critically influenced collaboration and learning. --Based on the findings in this study, a framework of nine pedagogical patterns for teaching and learning in web-conferencing environments is proposed. The framework provides an integrated approach to learning design that relates the interface design with the activity design and the level of knowledge (task type).
Mode of access: World Wide Web.
vii, 514 p. ill. (some col.)

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Miller, Olga Lesley. "Multisensory environments : the use of interactive technology in effective pedagogy with learners who have severe and complex forms of special educational needs." Thesis, University College London (University of London), 2001. http://discovery.ucl.ac.uk/10019803/.

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The aims of this research are threefold. They are: to examine the use of interactive technology by teachers working with a low incidence population within the defined context of multisensory environments; to identify case studies illustrating good practice in the use of interactive technology; to develop guidance materials for further dissemination. Two approaches are used in the collection of research data for this study: focus group interviews and illustrative multi-case studies (filmed using digital technology). This research highlights the use of interactive technology amongst a very low incidence population by teachers who are often practitioners working in isolation. The rationale for the choice of methodology therefore rests on the need to canvass views nationally and ethically within a relatively short and cost-effective timeframe. The use of digitally filmed illustrative case studies provides the additional advantage of dissemination through the Web. Outcomes: A framework has been developed which brings together good practice within both mainstream and specialist provision. Case study material is set against this framework and illustrates its key components.

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Sanjari, Pirmahaleh Seyedeh Azin. "Examining Mathematical Modeling of Fifth Grade Students Using InteractiveSimulations." The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1563290145665376.

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Clarke, Olivia Dorothy 1948. "Exploring pedagogies for effective teaching and learning in new multimedia environments : a comparative study of schools in Australia and the U.S." Monash University, Faculty of Education, 2003. http://arrow.monash.edu.au/hdl/1959.1/5700.

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Helsel, Sandra Kay. "A set of criteria derived from curriculum theory to assist in the planning, use and evaluation of educational interactive videodisc." Diss., The University of Arizona, 1988. http://hdl.handle.net/10150/184372.

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It was the purpose of this study to develop a set of criteria derived from curriculum theory to assist in the planning, use and evaluation of educational interactive videodisc. That set of criteria, referred to herein as the EIVD Curricular Base, consists of six sets of guidelines corresponding to Eisner's (1985) curriculum typologies: Development of Cognitive Processes, Curriculum as Technology, Curriculum for Personal Relevance, Curriculum for Social Adaptation, Curriculum for Social Reconstruction, and Academic Rationalism. The set of criteria was developed through the examination of three primary research questions: (1) What ways have those elements Beauchamp (1981) deemed necessary for any curriculum theory (definitions, values, design, engineering, and regeneration) been operationalized in Eisner's six curriculum typologies; (2) To what extent do interactive design characteristics identified by DeBloois (1979) apply to curriculum theory; (3) How can the ability of videodisc to simulate reality be integrated into the set of criteria? Further, the proposed set of criteria was critiqued against sample educational videodiscs to establish its veracity. The results of this study indicate that the Cognitive Processes curricular typology utilizes the potential of educational interactive videodisc to a greater extent than any other curricular typology in the EIVD Curricular Base. Therefore, it is recommended that an in-depth exploration of the Cognitive Process set of criteria be initiated. Ideally, the exploration would result in the research, design, production, use and evaluation of an actual videodisc program. Several, more general, recommendations regarding education's use of videodisc technology and courseware complete this study.

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Tweissi, Adiy. "The Effects of Embedded Questions Strategy in Video among Graduate Students at a Middle Eastern University." Ohio University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1477493805206092.

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Thompson, Jo. "Pueblo Home: An interactive multimedia CD-ROM on Pueblo architecture." CSUSB ScholarWorks, 1995. https://scholarworks.lib.csusb.edu/etd-project/988.

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Leach, Owen S. "Parallel Hearts Mathematics Game: Using Educational Games To Address the STEM Field Gender Gap." Digital WPI, 2013. https://digitalcommons.wpi.edu/etd-theses/292.

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Despite equal educational opportunities, a gender gap develops in the science, technology, engineering, and mathematics field amongst American adults. This is caused by various societal factors including pressure for females to pursue more â€œfeminineâ€� careers, biased grading systems, and a vicious cycle of mathematics teaching. Even though females score as well as males on standardized tests, during their middle school years there is a steep drop off in females interested in pursuing STEM careers. This project attempts to close this gap by creating interest in mathematics during these studentsâ€™ most formidable years through the use of computer games. Parallel Hearts, a 2D puzzle game designed to teach mathematics to 7th grade students, is examined and successfully tested in a classroom setting to show that female players of this age can be targeted and interest can be created in the STEM field.

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Murray, Richard. "A comparison of interactive televised courses, and traditional face-to-face courses at California State University, San Bernardino." CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2352.

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This study compares a face-to-face format of teaching with closed circuit interactive television courses offered to off campus students at California State University, San Bernardino. The study provides comparisons of student satisfaction and student performance between the two mediums.

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Amicone, Patricia Weigel. "Multimedia technology as a presentation and archival tool for teaching history/social science." CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1300.

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This project was created to provide teachers with a model multimedia project that demonstrates the use of multimedia as both a presentation tool and an archival instrument. It provides teachers with a simple guide to help them teach students how to use multimedia as a productivity tool in the classroom. This outline gives a step by step format that guides teachers and students through the development and presentation process. In addition, an evaluation rubric is provided that offers teachers a concise means to monitor student learning.

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Percefull, John Allen. "Multiple literacies, multimedia, and multimodality in the classroom." Online pdf file accessible through the World Wide Web, 2009. http://archives.evergreen.edu/masterstheses/Accession89-10MIT/Percefull_JMITthesis2009.pdf.

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Gilley, William. "Animations and Interactive Material for Improving the Effectiveness of Learning the Fundamentals of Computer Science." Thesis, Virginia Tech, 2001. http://hdl.handle.net/10919/32899.

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Due to the rapid proliferation of the World Wide Web (WWW) in recent years, many educators are now seeking to improve the effectiveness of their instruction by providing interactive, web-based course material to their students. The purpose of this thesis is to document a set of eight online learning modules created to improve the effectiveness of learning the fundamentals of Computer Science. The modules are as follows:

Algorithms - Definition and specification of algorithms, with a comparison and analysis of several sorting algorithms as examples.
Artificial Intelligence - Overview of current applications in this discipline.
Data Structures - Explanation of basic data structures, including an introduction to computer memory and pointers, and a comparison of logical and physical representations of commonly used data structures.
Machine Architecture - Explanation of data storage, gates and circuits, and the central processing unit.
Number Systems - Discussion of number representation and arithmetic in number systems other than the decimal number system, with a focus on binary numbers and binary arithmetic.
Operating Systems - Explanation of the purpose of operating systems and the major components that make up an operating system.
Programming Languages - Explanation of the fundamental concepts in procedural programming languages.
Software Engineering - Introduction to software life cycle models and an overview of the procedural and object-oriented paradigms.

Each module consists of a set of lessons and review questions written in HyperText Markup Language (HTML). Embedded in these pages are various interactive components implemented as Flash animations or Java applets. The modules currently reside on the Computer Science courseware server of Virginia Polytechnic Institute and State University (Virginia Tech) and can be viewed at the following WWW site: http://courses.cs.vt.edu/csonline/.

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Master of Science

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Orwick, Ogden Sherri L. "Agent for Interactive Student Assistance: A Study of an Avatar-Based Conversational Agent's Impact on Student Engagement and Recruitment at BGSU's College of Technology." Bowling Green State University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1319804597.

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Dissertations / Theses on the topic 'Educational interactive technology'

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