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Dissertations / Theses on the topic 'Instructional Content Design'

Author: Grafiati

Published: 9 March 2023

Last updated: 31 July 2025

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1

Sorensen, Ann L. "Serving students from a distance: A content analysis of persistent characteristics in distance learners." W&M ScholarWorks, 2010. https://scholarworks.wm.edu/etd/1539618707.

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Distance learning has experienced a noteworthy increase in both the number of institutions offering alternatives to traditional classroom instruction, and the number of students participating in the various distant modalities. Accompanying the increase of students utilizing distance learning is the subsequent increase in students leaving their studies before completion. These two opposing increases have elevated the need to address retention in distance learning and specifically, online distance learning. This study utilizes the results of a Transfer Student Survey administered to criminal jus

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Fotiyeva, Izolda S. "Constructing an instructional design framework that incorporates re-purposing popular media to enhance mathematics and science instruction." Diss., Virginia Tech, 2013. http://hdl.handle.net/10919/23963.

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This study was an effort to construct and validate an instructional design framework for media content selection that incorporates re-purposing popular media to enhance mathematics and science instruction. The study resulted in the development and validation of a framework that was applicable with novice and expert instructional designers to be used as a stand - alone model or as a supplement to widely-used instructional design models. The framework was developed based on the literature review of four constructs: instructional design models, re-purposing popular media, learning theories and t

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McDonald, Jocelyn. "Examination of Teachers' Perceived Technological Pedagogical Content Knowledge and its Relationship to Lesson Design." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7408.

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School districts are increasingly adopting 1-to-1 technology initiatives to support 21st century teaching and learning; yet, there are still many challenges with the effective integration of technology into teacher instructional practices. Teacher's technological, pedagogical, content knowledge (TPACK) is an integral part in planning the instructional process for effective integration. In this quantitative study, teachers' knowledge of technology, content, and pedagogy was examined through the lens of TPACK and its relationship to their lesson design practices. Two validated TPACK instruments

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4

Reese, Debbie Denise. "Metaphor and Content: An Embodied Paradigm for Learning." Diss., Virginia Tech, 2003. http://hdl.handle.net/10919/26564.

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Through a direct application of two cognitive science theories, conceptual metaphor (Lakoff & Johnson, 1980, 1999) and structure mapping (Gentner, 1983, 1989; Gentner & Markman, 1995), this project defined an instructional design model for the design, development, and assessment of metaphor-enhanced, computer-mediated learning environments. It used the model to produce an instructional product with a metaphor-based interface. The project also built a parallel learning environment that employed a concept map interface. To test the metaphor-based productâ s effectiveness at enabling lea

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Knight, Victoria, Pamela J. Mims, and Jenny Root. "Addressing Multiple Priorities in Academic Core Content Instruction." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/3234.

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Secondary teachers of students with extensive support needs are tasked with helping their students prepare for successful post-secondary outcomes by setting and making progress toward meaningful goals related to self-determination, social and communication skills, and other individualized needs. Federal law also mandates that teachers provide academic core content instruction that is aligned with grade level standards, and recent federal rulings (e.g., Endrew v. Douglas County) have highlighted the need for instruction to be specially designed based on the unique needs of individual students w

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6

Man, Sujie. "Are preservice instructional designers adequately prepared for tomorrow's diverse learning audiences? a cultural content analysis of textbooks (1993-2003) used for instructional design /." [Tampa, Fla.] : University of South Florida, 2004. http://purl.fcla.edu/fcla/etd/SFE0000260.

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Man, Sujie. "Are Preservice Instructional Designers Adequately Prepared For Tomorrow’s Diverse Learning Audiences?—A Cultural Content Analysis Of Textbooks (1993-2003) Used For Instructional Design." Scholar Commons, 2004. https://scholarcommons.usf.edu/etd/1147.

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This study used content analysis to examine the coverage of cultural issues in the five phases of instructional design within ID/ISD textbooks published between 1993 and 2003. The results indicated that not all the ID/ISD textbooks examined in this study covered cultural issues. Among the textbooks that did cover cultural issues, none of them reached more than 10% coverage of the total pages of any one book. The phase of Analysis and the Other category received the highest amount of coverage in both the 53 books sample and 36 books sample; whereas the phase of Implementation received the least

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Root, Jenny, Pamela J. Mims, and Victoria Knight. "Infusing Transition Content into Core Content Instruction for Students with Extensive Support Needs." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/3229.

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Secondary teachers face many challenges in balancing academic and transition priorities for students with extensive support needs. This panel will provide research-based strategies for designing instruction that addresses multiple priorities in literacy, science, and mathematics lessons. Learner Outcomes: (1) Participants will describe components of self-determination that have an impact on academic achievement for students with disabilities; (2) Participants will use transition-infused academic instruction to design IEPs and lessons that value student diversity; (3) Participants will identify

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9

Wu, Penn Pinlung. "Development of a Career-Oriented Instructional Design Model for Game Programming." NSUWorks, 2012. http://nsuworks.nova.edu/gscis_etd/339.

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This dissertation proposal begins with a discussion about how the education of game programmers was not meeting the needs of the game industry. With this problem identified, this study proceeded to verify the existence of disparities of current game programming curricula. The findings from the literature review were able to: (a) justify the need to develop a career-oriented instructional design model for education of game programming; (b) identify the disparities that caused the mismatch of instructional content between academia and the game industry; (c) review research that contributed to th

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Baker, Fredrick William III. "Policies related to the implementation of openness at research intensive universities in the United States| A descriptive content analysis." Thesis, University of South Alabama, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3645569.

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<p> In this dissertation, I describe a study examining institutional policy documents for statements related to the implementation of openness. The purposes of this study were to explore the current state of policies related to the implementation of openness in higher education, and to provide guiding recommendations to higher education institutions looking to address the issue of implementation of openness in their own policies. Policy plays a critical role in the implementation of innovations such as openness. The policy environment is complex and potentially confusing. Technology enables th

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Holm, Margaret. "Project-Centered Instruction, Content Learning, and Group Work in Middle School Social Studies." Thesis, Rivier University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10190081.

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<p> This quasi-experimental study compared academic learning in project-centered instruction with group projects, project-centered instruction with individual projects, and teacher-led instruction. A repeated measures pre and posttest design was used to measure the change in Social Studies content learning in sixth grade students for three different instructional units taught with each of the three teaching approaches. ANOVA was used to compare pre and posttest scores. All three teaching approaches were compared, and the two project-centered conditions were compared to identify possible learni

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Alajlan, Abeer M. "Pre-Service Teachers' Development of TPACK (Technological Pedagogical and Content Knowledge): Learning By Design (LBD) as an Instructional Approach." Ohio University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1554212137921351.

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Bruner-Timmons, Joan. "Teachers' Participation in Learning by Design Activities, Their Technological, Pedagogical and Content Knowledge, and Technology Integration in an Inner City School." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5059.

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Students at an inner city school have low test results despite making progress. The study examines the problem that technology plans implemented by the Board of Education could not improve student achievement. Educational policy recommends to increasingly sustain teaching by educational technology. Therefore, this research examines the teacher knowledge necessary for technology integration in classes, and the ways this knowledge can be fostered. The theoretical framework of this study integrates 2 prominent theories of instructional science: learning by design (LBD) and technological, pedagogi

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Mims, Pamela J., and Carol Stanger. "Using Technology and Systematic Instruction to Teach English/Language Arts Skills and Content." Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/178.

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Kwaira, Peter. "Effect of a Material Science course on the perceptions and understanding of teachers in Zimbabwe regarding content and instructional practice in Design and Technology." Thesis, Online Acess, 2007. http://etd.uwc.ac.za/usrfiles/modules/etd/docs/etd_gen8Srv25Nme4_7304_1263166264.pdf.

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Jacobson, David William. "A Comparison of the Effectiveness of Traditional U.S. History Instruction Versus U.S. History Instruction Integrated with Decision Training on Content Knowledge and Decision-Making Competence." Thesis, University of Oregon, 2011. http://hdl.handle.net/1794/11539.

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xiii, 139 p. : ill. (some col.)<br>The purpose of this study was to explore the effectiveness of training in decision-making on U.S. history content knowledge and on decision-making competence. All sophomores (<italic>n</italic> = 387) in one Pacific Northwest high school were randomly assigned for two trimesters to one of two groups: (a) U.S. history instruction integrated with decision training or (b) traditional U.S. history instruction. During the study, Experimental Group participants were trained to use a decision-making tool to sort, process, and analyze the facts, events, and concepts

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SERENELLI, FABIO. "Multimedia learning design per il one - to - one computing. Evidenze sperimentali sull'efficacia dei learning object in contesti di apprendimento critico." Doctoral thesis, Università degli Studi di Milano-Bicocca, 2012. http://hdl.handle.net/10281/36076.

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La teoria cognitiva dell’apprendimento multimediale fornisce utili principi guida per i progettisti di contenuti didattici interattivi rivolti a giovani e adulti. Tuttavia manca una piena evidenza scientifica dell’efficacia di tali principi di design rispetto ad un target composto da bambini e adolescenti in contesti scolastici critici. Al fine di valutare come l’utilizzo di tecniche infografiche, animazioni e l’applicazione di diversi gradi di interattività possano modificare le performance di apprendimento, è stato effettuato uno studio comparativo coinvolgendo 360 preadolescenti di 16

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Ray, Sharon N. E. "Evaluating the Efficacy of the Developing Algebraic Literacy Model: Preparing Special Educators to Implement Effective Mathematics Practices." Scholar Commons, 2008. https://scholarcommons.usf.edu/etd/466.

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For students with learning disabilities, positive academic achievement outcomes are a chief area of concern for educators across the country. This achievement emphasis has become particularly important over the last several years because of the No Child Left Behind legislation. The content area of mathematics, especially in the higher order thinking arena of algebra, has been of particular concern for student progress. While most educational research in algebra has been targeted towards remedial efforts at the high school level, early intervention in the foundational skills of algebraic thinki

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Pintok, Kimberly Rose. "Internet Technology as a Means of Delivering Reading Instruction in the Content Areas." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2456.

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Due to students not meeting minimum proficiency levels in reading, a central Florida middle school that was rated an A school for 4 years consecutively dropped to a B rating during the 2012-2013 school year and was 10 points away from dropping to a C rating in the 2013-2014 school year. The purpose of this phenomenological study was to describe classroom implementation of Internet technology in a middle school classroom in an attempt to address the steady decline in reading scores. Guided by Piaget, Dewey, and Vygotsky's social constructivist view of education, this study explored if and how t

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Ledbetter, Lissa S. "A Qualitative Content Analysis of Early Algebra Education iOS Apps for Primary Children." Scholar Commons, 2017. http://scholarcommons.usf.edu/etd/6884.

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Educational software applications (apps) on multi-touch, mobile devices provide a promising space to help learners work toward long-term educational goals, like learning with understanding (Bransford, Brown, & Cocking, 2000). Such goals are particularly relevant in supporting a learner’s efforts to become more mathematically literate. Yet, a number of current apps do not appear to be living up to this potential. As such, this study drew upon the theoretical framework of Learning Science and the conceptual framework of TPACK theory (Mishra & Koehler, 2006) to define curricular characteristics t

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Ferraz, Ana Paula do Carmo Marcheti. "Instrumento para facilitar o processo de planejamento e desenvolvimento de materiais instrucionais para a modalidade a distância." Universidade de São Paulo, 2008. http://www.teses.usp.br/teses/disponiveis/18/18140/tde-14012009-225604/.

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Com o significativo crescimento da Educação a Distância (EaD), surge a preocupação e a necessidade de um olhar qualitativo diferenciado para todas as atividades que estão, direta ou indiretamente, relacionadas à área. Esse olhar qualitativo deve ser embasado em pressupostos científicos e não em empirismo, como se vê no encaminhamento dado por diversas instituições. Considerando que a qualidade do todo é conseguida pela qualidade das partes que o compõem, a da educação a distância é conseguida por meio da somatória da qualidade da execução de diversas atividades - como tutoria, gestão e coorde

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Lujara, Suzan. "Development of E-learning Content and Delivery for Self Learning Environment : Case of Selected Rural Secondary Schools in Tanzania." Doctoral thesis, Karlskrona : Blekinge Institute of Technology, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:bth-00478.

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The effective use of Information and Communications Technology (ICT) in devel-oping countries like Tanzania is crucial in order to overcome the challenges that are faced countrywide in many sectors, and to reduce the digital divide and improve the economy. ICT is becoming more and more integrated in societies worldwide, its effects are clearly seen in people’s lives as well as on countries’ economy as it opens doors for new opportunities and change the attitude of people towards learning. Secondary schools in Tanzania are facing many problems which hamper students’ learning. This in turn affec

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Coffman, Vonda G. "THE PERCEIVED TECHNOLOGY PROFICIENCY OF STUDENTS IN A TEACHER EDUCATION PROGRAM." Kent State University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=kent1371730581.

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Valle, Andre Alves de Lima do. "Narrativas transmidiáticas: aprendizagem, comunicação e estratégia de conteúdo em iniciativas multi-plataforma." Universidade de São Paulo, 2013. http://www.teses.usp.br/teses/disponiveis/8/8147/tde-10022014-103956/.

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As novas dinâmicas de interação possiblitadas pela Web 2.0 reformulam a aprendizagem como atividade que se estende a diversas áreas ligadas ao saber. Aprender à luz das novas tecnologias exige estratégias que se adequem às possibilidades de interação com a informação, conforme particularidades das mídias em que elas se fazem disponíveis, as particularidades de aprendizagem de cada indivíduo e o contexto que determina necessidades de acesso. Educadores, designers instrucionais / educacionais e estrategistas de conteúdo revisam, invariavelmente, processos para melhor compreender os mecanismos pe

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Crum, Catherine Elizabeth. "Influence of Technology on English Language Learners' Vocabulary, Reading, and Comprehension." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/3290.

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Researchers have shown that vocabulary development is a challenge for English Language Learners (ELLs) as they are less prepared to use contextual and linguistic clues to decode unfamiliar vocabulary. Beginning in the upper elementary grades, reading in content areas becomes lengthier and more complex. Technology-supported vocabulary instruction to teach social studies to ELLs is a relatively new concept in the 5th grade classroom. The purpose of this comparative study was to assess the vocabulary and reading comprehension outcomes of ELLs in the content area of 5th grade social studies when t

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Denman, Christopher David. "DEFINING THE ROLE OF THE TECHNICAL COMMUNICATOR: AN INTERNSHIP WITH THE WEB-BASED LEARNING GROUP AT THE KROGER COMPANY." Oxford, Ohio : Miami University, 2004. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=miami1102534243.

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Wright, Regina Renee Veal. "High School World Language Teacher Perspectives on Computer-Mediated Communication Applications." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/6153.

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Computer-mediated communication (CMC) offers opportunities to assist world language students to become global communicators in a digital society. However, perceptions of high school world language (HSWL) teachers on the suitability of these applications are not known. The purpose of this qualitative case study was to explore and document the professional perspectives of HSWL teachers who have taught over 10 years, to learn the benefits and obstacles that they must consider in teaching communicative language skills with CMC. The research questions explored possible reasons that would motivate o

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Azevedo, Flavio Marques. "Academius: uma ferramenta web para a construção de padrões pedagógicos colaborativos aplicados ao ensino de engenharia." Universidade de São Paulo, 2014. http://www.teses.usp.br/teses/disponiveis/3/3143/tde-21052015-165343/.

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O presente trabalho apresenta uma proposta para a criação de um ambiente web colaborativo responsável pela troca das melhores práticas de planejamento de aulas utilizadas pelos especialistas e educadores, agrupados pelo que chamaremos de artefatos pedagógicos ou padrões pedagógicos, considerados a menor unidade divisível de uma aula. O planejamento será pautado pelo conceitual de design instrucional, que proporciona o encadeamento de forma simplificada e em ordem cronológica de todos os conteúdos previstos a execução de um curso ou de uma disciplina. Com a utilização da ferramenta em ambiente

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Hausen, Michelle Jennifer. "Converting Instructor-Led Training to Web-Based Training at Atos Origin." Miami University / OhioLINK, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=miami1211941818.

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Ariss, Laila Diane. "Differentiated Instruction: An Exploratory Study in a Secondary Mathematics Classroom." University of Toledo / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1493411297122313.

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Olsafsky, Barbara L. "Rethinking learner-centered instructional design in the context of "No child left behind"." Columbus, Ohio : Ohio State University, 2006. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1155345888.

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Cartwright, Sheila. "Diffusion of E-textbooks in K-12 Education: A Delphi Study." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/256.

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This basic interpretive qualitative study was conducted to discover why e-textbooks had not been adopted extensively in K-12 education as a replacement for printed textbooks. The objective was to determine the barriers and challenges being confronted by state educational technology directors when introducing this innovative technology in a formal learning environment that could greatly impact teaching, learning, and creative analysis. This research was based on diffusion of innovation theory using a Delphi method of inquiry. The Delphi panel consisted of 12 experts who had knowledge of digital

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Gentry, Wendy Ann. "Citation Context Analysis of Theory Use in Instructional Design and Technology Academic Articles." Diss., Virginia Tech, 2016. http://hdl.handle.net/10919/82931.

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Citations allow researchers to define relationships across articles and develop arguments by building on the work of others. This study explores citation of theory symbols in Instructional Design and Technology (IDT) academic articles. The term theory symbol is used to define a concept that, after its original publication, is subsequently incorporated by later writers through citation. Exploring the citation history of the seminal publications makes it possible to trace theory symbol use over time and thus to trace its dissemination in the field. A typology of theory symbol use in IDT academic

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Copp, Susan E. "Critical Thinking in a Gifted Education Blended Learning Environment." Ohio University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1479131245930239.

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Beach, Lindsay Brooke. "The Interaction of Color in the Context of Electronic Media: Providing a New Platform for Exploratory Learning in the Additive Color Space." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1338511062.

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Preston, Marlene M. "A Descriptive Study of the Design Influences and Role of Students' Needs on the Selection of Course Content In Higher Education." Diss., Virginia Tech, 1997. http://hdl.handle.net/10919/30284.

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College faculty are recognized as experts in their academic disciplines with a wide range of knowledge about their disciplines. As a manifestation of their academic freedom, they have assumed responsibility for folding that discipline knowledge into course design. Generally untrained as teachers, however, they have followed circuitous routes into the realm of course design. While scholars, peers, administrators, legislators, and the public have examined their delivery strategies in the classroom, little consideration has been given to the processes faculty use to select appropriate course cont

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Thomas, Dana Katharine. "Design and development of a unit model for integrated instruction." CSUSB ScholarWorks, 1992. https://scholarworks.lib.csusb.edu/etd-project/1050.

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Hor, Tze-man, and 賀子文. "The design and programming of a powerful short-wordlength processor using context-dependent machine instructions." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1985. http://hub.hku.hk/bib/B31206906.

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Hor, Tze-man. "The design and programming of a powerful short-wordlength processor using context-dependent machine instructions /." [Hong Kong : University of Hong Kong], 1985. http://sunzi.lib.hku.hk/hkuto/record.jsp?B12320845.

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Zaldivar, Marc Robert. "Blending cognitive rule-based, process-based, and context-based theories in the development of online grammar instruction." Diss., Virginia Tech, 2008. http://hdl.handle.net/10919/29533.

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This study proposes to blend contemporary educational research in order to design an online instructional environment. The goal was to create an environment that would better educate learners about grammar use in higher education, given the complexity of the rule learning that was being asked of them. By blending approaches from tested educational research on cognitive information processing theories, schema theories, and situated cognitive theories in order to determine how language rules are best learned, eight design principles were derived for the instructional environment. A prototype

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Jiménez, i. Bargalló Isabel. "Preservice teacher knowledge application: from model-centred instruction to lesson plan design." Doctoral thesis, Universitat de Vic, 2016. http://hdl.handle.net/10803/386063.

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Aquesta recerca analitza la capacitat que tenen els estudiants de mestre per posar en pràctica els seus aprenentatges referents a les teories d’ensenyament i aprenentatge de les ciències basades en la modelització (EACBM). Per assolir aquest objectiu: (i) s’ha dissenyat i implementat un programa de formació inicial de mestres d’educació primària basat en l’EACBM; (ii) s’han comparat 71 unitats didàctiques realitzades abans, durant i al final del programa de formació. L’anàlisi de dades ha suposat la creació d’un nou instrument d’anàlisi que pren com a referència la interactivitat, aprofundi

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Tarif, Rosli. "Teaching literature in ESL in a Malaysian context (proposed INSET course design for literature in ESL instruction)." Thesis, University of Nottingham, 1991. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.304973.

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Nicholson, Paul Stuart 1949. "Exploring pedagogical content knowledge : design principles for PCK-enhanced software arising from student-teachers' understandings of gravity." Monash University, Faculty of Education, 2001. http://arrow.monash.edu.au/hdl/1959.1/9056.

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McAlpine, Iain. "Factors contributing to deep and surface learning using cal programs in the context of two different tertiary course units: An interpretive study." Thesis, Queensland University of Technology, 1998. https://eprints.qut.edu.au/36579/1/36579_Digitised%20Thesis.pdf.

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This thesis investigates a proposition that students learning from computer assisted learning (CAL) programs will be constrained to surface processing of information unless generative learning strategies are incorporated into the CAL program design. The specific generative learning recommended in the proposition include summarising, outlining, analysis of key ideas, and cognitive mapping. Studies of student learning in tertiary education reveal that surface learning is not conducive to academic success, and that deep learning is more effective. As very few CAL programs use generative learning

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Talif, Rosli. "Teaching literature in ESL in a Malaysian context : (proposed INSET course designs for literature in ESL instruction)." Thesis, University of Nottingham, 1991. http://eprints.nottingham.ac.uk/11560/.

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In view of the recent introduction of a literature component in the Malaysian English language teaching syllabus, this research study sets out to determine the present situation concerning the teaching of literature in ESL in Malaysia with particular reference to the Class Reader Programme (CRP). This is in order to develop two proposed course designs for the teaching of literature in ESL at the secondary school level with special emphasis on the Malaysian context. Under the present circumstances, this study offers an immediate response to the new developments and challenges brought about by t

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Landon-Hays, Melanie M. "I Would Teach It If I Knew How: Inquiry, Modeling, Shared Writing, Collaborative Writing, and Independent Writing (IMSCI), a Model for Increasing Secondary Teacher Self-Efficacy in Integrating Writing Instruction in the Content Areas." DigitalCommons@USU, 2012. https://digitalcommons.usu.edu/etd/1361.

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Framed in theories of pragmatism, self-efficacy, and ecology, this design-based research study attempted to make explicit connections between theory and field-based research. The pedagogical goal of this study was to expose in-service teachers to a scaffolded model of professional development for writing (IMSCI) that could be implemented in their own teaching. This model of professional development also served to place research participants in a professional learning community. Teachers worked in focus groups made of another teacher in their own discipline, and a collective focus group, and wo

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Temple, Traci Lyn. "Influences of visual culture in the design of web-based art education instruction using content analysis for interpreting research and student opinions to (re)consider interactive design /." Connect to this title online, 2005. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=osu1109710908.

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Thesis (Ph. D.)--Ohio State University, 2005.<br>Title from first page of PDF file. Document formatted into pages; contains xvi, 327 p.; also includes graphics (some col.) Includes bibliographical references (p. 311-327). Available online via OhioLINK's ETD Center

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Ko, Young-Ah. "The Effects of Pedagogical Agents on Listening Anxiety and Listening Comprehension in an English as a Foreign Language Context." DigitalCommons@USU, 2010. https://digitalcommons.usu.edu/etd/822.

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This study aimed to explore the impact of pedagogical agents in computer-based listening instruction on EFL students' listening anxiety levels and listening comprehension skills. A total of 66 Korean college students received computer-based listening instruction. Students were randomly assigned to one of three conditions: American agent condition, Korean agent condition, or no-agent condition. Additional data sources were included in the experimental design in order to investigate students' learning experience more thoroughly. Results indicated that there were no statistical differences in lis

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Perkins, Ross A. "The role of context in instructional design: A case study examining the re-purposing of web-based master's degree courses for use in Malawi." Diss., Virginia Tech, 2003. http://hdl.handle.net/10919/28972.

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This case study examined how contextual factors influenced the adaptation of on-line courses created in the United States as they were re-purposed for use in Malawi. The investigation starts and ends within Year Two of a five year project funded by the United States Agency for International Development (USAID). The grant brings together an instructional technology program at a large research university in the southeastern United States and a newly established national university in Malawi, Africa. A total of 24 people participated in the study. Of these, nine were directly involved in the ad

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Fuller, Marvin Gene. "Interactions Between Patterns of Gamer Behaviors and Time-on-Task for Mathematics Remediation in a Game-based HIVE." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/235.

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As the presence of digital game-based learning increases in United States classrooms, understanding their impact on achievement is critical. Digital games for learning offer many potential benefits, including reducing the number of students trapped in a remediation cycle, a contributor to college dropout. Despite the recognized potential of game-based learning, few researchers have explored the relationships between specific patterns of behaviors and types of digital game-based learning environments. The underlying theory for this study was patterns of gamer behaviors may predict in-game behav

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