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Educational Assessment, Evaluation, and Research
All Graduate Theses and Dissertations, Spring 1920 to Summer 2023
- Keyword
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- Dental Hygiene (1)
- Digital game based language learning (1)
- Discourse analysis (1)
- Distance Education (1)
- Emic and etic perspectives (1)
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- Evaluation (1)
- Focus group (1)
- Game-based assessment (1)
- Instructional technology (1)
- Interaction (1)
- Internet Self-Efficacy (1)
- Local Anesthesia (1)
- Passive vs. active learning (1)
- Qualitative (1)
- Self-Regulated Learning (1)
- Stealth assessment (1)
- Student Satisfaction (1)
- TPACK (1)
- Virtual Reality (1)
Articles 1 - 4 of 4
Full-Text Articles in Instructional Media Design
Developing And Validating Stealth Assessments For An Educational Game To Assess Young Dual Language Immersion Learners' Reading Comprehension, Frederick J. Poole
Developing And Validating Stealth Assessments For An Educational Game To Assess Young Dual Language Immersion Learners' Reading Comprehension, Frederick J. Poole
All Graduate Theses and Dissertations, Spring 1920 to Summer 2023
The purpose of this multiple-paper dissertation is to design a digital game and stealth assessments within the game to assess young second language learners' Chinese reading proficiency. In Chapter 2 (Paper 1), I describe the game designed for this dissertation and how it was implemented in a dual language immersion classroom. This study found that the digital game and in-class implementation led to significant vocabulary and reading comprehension gains. Further, seven types of support that students needed while playing the game were identified. In Chapter 3 (Paper 2), I describe how educational data mining approaches, and more specifically, how data-driven …
Mixing The Emic And Etic Perspectives: A Study Exploring Development Of Fixed-Answer Questions To Measure In-Service Teachers' Technological Pedagogical Content Knowledge, M. Brooke Robertshaw
Mixing The Emic And Etic Perspectives: A Study Exploring Development Of Fixed-Answer Questions To Measure In-Service Teachers' Technological Pedagogical Content Knowledge, M. Brooke Robertshaw
All Graduate Theses and Dissertations, Spring 1920 to Summer 2023
The purpose of this dissertation study was to develop fixed-answer questions to measure teachers' technological pedagogical content knowledge when teaching with online learning resources. Technological pedagogical content knowledge (TPACK) is a framework to describe the kind of knowledge that teachers use when they are teaching with technology. Online learning resources include text, video, images, and interactive websites that teachers can use to help teach subject matter to their students. Fixed-answer questions are the kinds of questions found on standardized tests like the SAT, and tests that K-12 students take as a part of state and national testing. Many measures have …
Using Mixed-Reality Technology To Teach Techniques For Administering Local Anesthesia, Kami M. Hanson
Using Mixed-Reality Technology To Teach Techniques For Administering Local Anesthesia, Kami M. Hanson
All Graduate Theses and Dissertations, Spring 1920 to Summer 2023
The ability to perform local anesthesia on dental patients is an important clinical skill for a dental hygienist. When learning this procedure in an academic situation, students often practice on their peers to build their skills. There are multiple reasons why the peer practice is not ideal; consequently, educators have sought the means to simulate the practice of local anesthetic procedures without endangering others. Mixed-reality technologies offer a potential solution to the simulated procedure problem. The purpose of this research was to determine if students could learn the techniques for providing local anesthesia using a mixed-reality system that allows them …
Interaction, Internet Self-Efficacy, And Self-Regulated Learning As Predictors Of Student Satisfaction In Distance Education Courses, Yu-Chun Kuo
All Graduate Theses and Dissertations, Spring 1920 to Summer 2023
Online learning research is largely devoted to comparisons of the learning gains between face-to-face and distance students. While student learning is important, comparatively little is known about student satisfaction when engaged in online learning and what contributes to or promotes student satisfaction. Emerging research suggests there are a few strong predictors of student satisfaction, and other predictors that may or may not predict student satisfaction. None of the existing research examines predictors together, or statistically controls for course differences. This study examines the influence of various factors on student satisfaction including three types of interaction, Internet self-efficacy, and self-regulated learning. …