Dissertations / Theses: 'Interactive Instructional'

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Arbutiski, Anne Marie. "Interactive instructional magazine /." Online version of thesis, 1993. http://hdl.handle.net/1850/11097.

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Jurewicz, Edward J. "The integration of interactive strategies in two-way interactive video instruction a case study of instructional thought versus instructional performance /." [Bloomington, Ind.] : Indiana University, 2005. http://wwwlib.umi.com/dissertations/fullcit/3167793.

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Thesis (Ph.D.)--Indiana University, Dept. of Instructional Systems Technology, 2005. Source: Dissertation Abstracts International, Volume: 66-04, Section: A, page: 1329. Adviser: Thomas Schwen. "Title from dissertation home page (viewed Nov. 9, 2006)."

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Camara, Phyllis. "Interactive Technology and Engaging Learners in the Mathematics Classroom." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/1090.

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The Program for International Assessment tested students in mathematics from 41 countries and found that students in the United States ranked in the lowest percentile. This struggle with math among youth in the United States prompted this quasi-experimental quantitative study about using interactive technology to engage and motivate 9th grade students in an Algebra classroom. The theoretical basis of this study was a constructivist perspective, using the Piagetian concept of action as an intellect builder. A convenience sample of 76 students was divided into 4 groups: Group 1, the control group, used no technology and consisted of 21 students; Group 2 used the TI Nspires calculators and consisted of 17 students; Group 3 used the TI Nspire calculators with the TI Navigator and consisted of 20 students; and Group 4 used the TI Nspire calculators, the TI Navigator, and the clickers. The participants were given 45 instructional classes that covered a 9-week period. All groups took the Motivated Strategy for Learning Questionnaire (MSLQ) and the State of Texas Assessment of Academic Readiness test (STAAR) before and after the treatment of interactive technologies. A paired t test and a factorial repeated ANOVA were conducted, revealing no significant effect for the MSLQ based on the use of technology. However, the use of technology with the STAAR did show a significant difference in test scores for 2 treatment groups: Group 3, which used the calculator and the TI navigator; and Group 4, which used the calculator, the TI navigator, and the clickers. These results support the use of additional technology that is needed in the mathematics classroom to support the use of the calculators.

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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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Romig, Connie J. "ACTIVE-CONSTRUCTIVE-INTERACTIVE: INVESTIGATING THEEFFECTIVENESS OF DIFFERING INSTRUCTIONAL STRATEGIES IN ACLASSROOM SETTING." Kent State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=kent1479132642364102.

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Yang, Chia-Shing. "Theories, templates, and tools for designing and developing instructional hypermedia systems." Diss., This resource online, 1994. http://scholar.lib.vt.edu/theses/available/etd-06062008-170327/.

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Chansilp, Kacha. "Development, implementation and evaluation of an interactive multimedia instructional model : A teaching and learning programming approach." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2003. https://ro.ecu.edu.au/theses/1299.

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This study sought to explore the outcomes from the use of a dynamic interactive visualisation tool among novice programmers in an introductory computer programming course. The proposed model, Dynamic Interactive Visualisation Tool in Teaching C (DIVTIC), was designed to use multimedia and visual imagery to provide learners with a step-by-step representation of program execution in the C language as a means of enhancing their understanding of programming structures and concepts. DIVTIC was designed to support constructivist learning principles and combined collaborative and visualisation learning strategies with use of the Internet and the World Wide Web to support the learning of programming. The feasibility and effectiveness of DIVTIC was explored among a cohort of 100 undergraduate engineering students, 50 in a control group and another 50 in an experimental group, studying an introductory programming course at Suranaree University of Technology (SUT) in Thailand, The study found that the use of DIVTIC was a successful complement to conventional teaching. The results clearly demonstrated the advantage of using DIVTIC among low achieving students. The students from this level in the experimental group significantly outscored their counterparts in the control group in the final test suggesting that DIVTIC was an important element in their learning process. Interestingly, these low achieving students used DIVTIC most and achieved highest grades. However, lower achieving students appeared to learn from simply viewing the animations rather than being highly interactive and stopping and starting them consistently. The study found that the visualisation process implemented in DIVTIC could be of considerable assistance to a particular group of students, those with a low GPA, in developing their understanding of difficult programming concepts.

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Moody, Catrina V. "How Interactive Video (ITV) Web-Enhanced Format Affects Instructional Strategy and Instructor Satisfaction." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/1045.

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This qualitative study explored the quality of technology associated with interactive video (ITV) classes in distance education programs and the resulting satisfaction of the instructors teaching this format. The participants were full time instructors of a rural community college that used the ITV format. Community college ITV instructors are knowledgeable about the ITV technology and are in need of research that explores the satisfaction of that technology. Distance education theory, social constructivism, individual and collaborative learning, and technology formed the foundation for the research. Grounded theory was used to generate a theory about the perceptions of the instructors. Data collected included surveys, interviews, and observations of the interviews. Data were analyzed using theoretical sampling, constant comparison, open coding, axial coding, and selective coding. Analysis indicated that instructors' perceived greater satisfaction teaching in an ITV environment when the structure of the class was optimum for the course, the audio/visual technology worked effectively, the Web-enhanced component of the course ran smoothly, IT was available, quality training was offered, and transactional distance was perceived as minimal. This grounded theory provides positive social change for other educators and administrators who teach ITV by guiding their efforts to use ITV course delivery systems in ways that ensure the fulfillment of needs for both instructors and their students.

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Chapman, William James. "The development, design, and theory of educational interactive multimedia software." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2330.

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This project provides teachers and students with background information regarding software design. Specifically it will focus on design theory including content, interface, graphics, animation, navigation, and audio issues which may arise during the design and construction of educational multimedia software. The design issues represented here are demonstrated in the software "You can make a difference ... Human Rights".

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Loper, Lucy Stevenson Rhodes Dent. "Integrating non-linear writing and multimedia an instructional design /." Normal, Ill. : Illinois State University, 2006. http://proquest.umi.com/pqdweb?index=0&did=1251867061&SrchMode=1&sid=5&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1178891477&clientId=43838.

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Thesis (Ed. D.)--Illinois State University, 2006. Title from title page screen, viewed on May 11, 2007. Dissertation Committee: Dent Rhodes (chair), Janice Neuleib, Barbara Nourie, Gary O'Malley. Includes bibliographical references (leaves 159-167) and abstract. Also available in print.

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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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Oakley, Grace. "Using interactive multimedia (IMM) to help year four and five students identified as experiencing reading difficulties: A formative approach." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2004. https://ro.ecu.edu.au/theses/805.

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This study involved four formative experiments, each of which investigated ways in which IMM (Interactive Multimedia) could be used to help children who experienced reading difficulties. In each of the four contexts, classroom teachers identified a number of students with reading difficulties, selected pedagogical goals for them and worked with the researcher to plan IMM-based activities that targeted the selected goals. The implementations were evaluated formatively and modifications were made accordingly, with the intention of 'fine-tuning' them to facilitate achievement of the pedagogical goals. Facilitative and inhibitive factors were identified during and after each formative experiment, as were unplanned outcomes. Finally, attempts were made to ascertain the preferability of the interventions, in terms of efficiency, effectiveness and appeal, as well as with reference to factors that facilitated and inhibited them. Two of the formative experiments took place at a private girls' school. Boh of the participating classroom teachers, a Year 4 teacher and a Year 5 teacher, selected oral reading fluency as a pedagogical goal. A strategy that was termed 'Interactive Multimedia Assisted Repeated Readings' (IMMARR) using electronic storybooks was implemented, in addition to the creation of electronic talking books with the multimedia authoring program, Illuminatus Opus (2001), as a context for enhancing oral reading fluency. Many facilitative and inhibitive factors were identified during the implementations, although both teachers judged that the interventions had been effective and appealing. Post-intervention assessments also showed some gains in oral reading fluency, as well as unplanned outcomes, especially for the Year 5 group.

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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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Van, Boxtel James V. "An evaluation of interactive curriculum using the Java Instructional Gaming Engine." Pullman, Wash. : Washington State University, 2010. http://www.dissertations.wsu.edu/Thesis/Spring2010/j_vanboxtel_041510.pdf.

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Thesis (M.S. in computer science)--Washington State University, May 2010. Title from PDF title page (viewed on July 28, 2010). "School of Engineering and Computer Science." Includes bibliographical references (p. 65-67).

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Bernardo, Corey. "Creating reusable, interactive learning support widgets for multimedia-based instructional systems." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/MQ61874.pdf.

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Kang, Byung-Hee. "Upstream activity in instructional systems development : investigations in courseware requirements engineering." Thesis, Lancaster University, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.360620.

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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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Viebach, Eric John. "Effectiveness of interactive web based review." CSUSB ScholarWorks, 2007. https://scholarworks.lib.csusb.edu/etd-project/3252.

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There were three main goals of this study. First, utilize technology in a non-conventional way to enhance student's study process. Second, gauge if the students access such a tool when it is available to them. Third, assess the student's learning based on the study tools available. This project also examined if there was a difference in comprehension of post-World War II era information between students who use the online test preparation program and those that received only traditional instruction.

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Stemler, Luann K. Rhodes Dent. "Templates and training materials for the development of instructional multimedia modules using Visual BASIC." Normal, Ill. Illinois State University, 1996. http://wwwlib.umi.com/cr/ilstu/fullcit?p9633410.

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Thesis (Ed. D.)--Illinois State University, 1996. Title from title page screen, viewed May 25, 2006. Dissertation Committee: Dent M. Rhodes (chair), Fay F. Bowren, Janet D. Hartman, Kenneth F. Jerich. Includes bibliographical references (leaves 91-100) and abstract. Also available in print.

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Su, Bude. "Experiences of and preferences for interactive instructional activities in online learning environment." [Bloomington, Ind.] : Indiana University, 2006. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3215221.

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Thesis (Ph.D.)--Indiana University, Instructional Systems Technology, Dept. of School of Education, 2006. Source: Dissertation Abstracts International, Volume: 67-04, Section: A, page: 1304. Adviser: Curtis J. Bonk. "Title from dissertation home page (viewed June 19, 2007)."

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Biello, Antonio D. "A Model for Developing Interactive Instructional Multimedia Applications for Electronic Music Instructors." NSUWorks, 2005. http://nsuworks.nova.edu/gscis_etd/413.

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This study investigated methods for designing a procedural model for the development of interactive multimedia applications for electronic music instruction. The model, structured as a procedural guide, was derived from methodologies synthesized from related research areas and documented as a reference for educators, instructional designers, and product developers for developing interactive multimedia applications. While the model was designed primarily for junior college electronic music students, it has the potential for generalization to other related disciplines. A Formative Committee consisting of five experts in the areas of education, music education, cognitive psychology, and institutional research assisted in the development of a set of criteria for the model. Utilizing the Nominal Group Technique, the committee examined, evaluated, and scored the efficacy of each proposed criterion according to its relevance to the model. Criteria approved by the committee and the researcher were incorporated in the model design. A Design Committee comprised of five experts in the areas of instructional design, media/interaction design, behavioral psychology, and electronic music evaluated and validated the criteria set established by the Formative Committee. The validation was realized through surveys and formative feedback of the criteria set developed by the Formative Committee. Prototype instantiations of the process model were an integral part of the model development process. Prototypes derived from the model were used to test the efficacy of the model criteria. A Development Committee comprised of members of the Formative and Design committees examined and evaluated prototype instantiations. Recommendations for improvements were implemented in the model design. A Pilot Study was conducted by the Development Committee to assist the product development process and to evaluate the efficacy of the model. As a result of the study, a number of suggestions proposed by the committee were implemented for further improvement of the model. A Summative Committee comprised of educational experts having significant experience in educational research examined the efficacy of the model criteria established and validated by the Formative and Design committees. The Summative Committee evaluated the model and made recommendations for improving the model. Founded on a set of criteria, the electronic music model was successfully developed and evaluated by a team of professionals. The Development and Summative Committees were satisfied with the results of this study and the criteria developed for the model design were deemed to be complete and relevant to the model. The results of this study suggest that instruction based on this model will support the unique learning needs of students having diverse cultural, learning, and educational backgrounds.

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Atolagbe, Tajudeen Abayomi. "A generic architecture for interactive intelligent tutoring systems." Thesis, Brunel University, 2001. http://bura.brunel.ac.uk/handle/2438/5013.

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This research is focused on developing a generic intelligent architecture for an interactive tutoring system. A review of the literature in the areas of instructional theories, cognitive and social views of learning, intelligent tutoring systems development methodologies, and knowledge representation methods was conducted. As a result, a generic ITS development architecture (GeNisa) has been proposed, which combines the features of knowledge base systems (KBS) with object-oriented methodology. The GeNisa architecture consists of the following components: a tutorial events communication module, which encapsulates the interactive processes and other independent computations between different components; a software design toolkit; and an autonomous knowledge acquisition from a probabilistic knowledge base. A graphical application development environment includes tools to support application development, and learning environments and which use a case scenario as a basis for instruction. The generic architecture is designed to support client-side execution in a Web browser environment, and further testing will show that it can disseminate applications over the World Wide Web. Such an architecture can be adapted to different teaching styles and domains, and reusing instructional materials automatically can reduce the effort of the courseware developer (hence cost and time) in authoring new materials. GeNisa was implemented using Java scripts, and subsequently evaluated at various commercial and academic organisations. Parameters chosen for the evaluation include quality of courseware, relevancy of case scenarios, portability to other platforms, ease of use, content, user-friendliness, screen display, clarity, topic interest, and overall satisfaction with GeNisa. In general, the evaluation focused on the novel characteristics and performances of the GeNisa architecture in comparison with other ITS and the results obtained are discussed and analysed. On the basis of the experience gained during the literature research and GeNisa development and evaluation. a generic methodology for ITS development is proposed as well as the requirements for the further development of ITS tools. Finally, conclusions are drawn and areas for further research are identified.

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Callaway, Judith Ann. "An interactive multimedia computer package on photosynthesis for high school students based on a matrix of cognitive and learning styles /." Access Digital Full Text version, 1996. http://pocketknowledge.tc.columbia.edu/home.php/bybib/11974497.

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Thesis (Ed.D.)--Teachers College, Columbia University, 1996. Typescript; issued also on microfilm. Sponsor: O. Roger Anderson. Dissertation Committee: Warren E. Yasso. Includes bibliographical references (leaves 112-119).

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Parish, Mary Jo Rhodes Dent. "An instructional design for adult literacy tutor training using computer assisted interactive media." Normal, Ill. Illinois State University, 1992. http://wwwlib.umi.com/cr/ilstu/fullcit?p9311287.

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Thesis (Ed. D.)--Illinois State University, 1992. Title from title page screen, viewed February 2, 2006. Dissertation Committee: Dent M. Rhodes (chair), Gayle Flickinger, Karl Taylor, Deborah B. Gentry. Includes bibliographical references (leaves 204-220) and abstract. Also available in print.

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Corbett, Thomas Wingett. "XML-Driven Real-time Interactive Virtual Environment (XDRIVE) Engine." Thesis, Virginia Tech, 2006. http://hdl.handle.net/10919/79688.

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The XDRIVE engine is a runtime solution for the coordination and display of web-based multimedia presentations that feature three-dimensional content. This 3D content is rendered in real-time, which facilitates user-defined navigation and interaction with objects contained within the 3D virtual environment. These presentations can run independently, or they can be synchronized with audio and video files. As web browsers interpret HTML formatted files, XDRIVE presentations are authored in and interpreted from XML formatted files, which are loaded and interpreted by the engine to display the defined content. Just as web browsers can load and display external files as guided and linked by the HTML tags, XDRIVE presentations rely on links to external files that are imported and displayed as guided by the XML tags. Developed using Macromedia Director MX - a multimedia development software package - the XDRIVE engine itself is a Shockwave file that is embedded in a web page. Shockwave, a format whose browser plug-in is free to install and is loaded on a variety of systems, allows for the coordination of multiple media and data types, and features a powerful set of tools for the use of 3D content through the Shockwave3D format. XDRIVE is designed to open the functionality of web-based 3D to a wider audience - allowing for custom presentations to be authored without a prerequisite knowledge of complicated programming languages, and 3D scripting. The XDRIVE engine is a series of scripted systems that utilize and connect various components of Director, and provide additional capabilities above those that already exist. Master of Science

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Ramondt, Leonie. "The experience of flow and learning by designing interactive multimedia software." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 1998. https://ro.ecu.edu.au/theses/1007.

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As computer technology is increasingly adopted in education, some students continue to have little context for its use. This is particularly true of tertiary drama education students, of whom many still remain computer illiterate. Constructivist pedagogy proposes that a learner constructs knowledge through active participation in their learning. An approach that is gaining currency which applies this principle is learning by designing. This approach was adopted for this study, with the premise that the process of designing multimedia software for their peers would not only motivate these students to use computers but could also lead to a deepening of their understanding of the subject matter. Questions that arise in response to this hypothesis include: what do students learn from designing multimedia software; and what motivates their engagement in this task? These questions where addressed by a project which spanned a two week period at a university. Five university drama education students participated in designing multimedia software which aimed to elucidate the process of devising plays for their peers. The data this activity generated provided the foundation for five case studies which document the students' engagement and learning processes. The findings indicate that the learning by design approach paved an effective learning approach. Also, the use of flow theory as a theoretical framework was helpful in developing an understanding of each person's individual process of engagement. The thesis comments on this theoretical framework and suggests a number of hypotheses for further testing by education professionals.

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Hodge-hardin, Sherri L. "Interactive Television in the Classroom: A Comparison of Student Math Achievement Among Three Instructional Settings." Digital Commons @ East Tennessee State University, 1995. https://dc.etsu.edu/etd/2921.

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A dramatic expansion of distance learning through the use of interactive television (ITV) is allowing colleges and universities to offer students potentially unlimited access to educational and training opportunities. While the expanding information age beckons us to consider mechanisms for using communication technologies for the benefit of meeting the needs of learners in a variety of locations, the question may be raised--Is ITV an effective medium of instruction? This study examined the effectiveness of using an interactive television system to broadcast developmental algebra classes at East Tennessee State University. The purpose of this study was to determine if there were differences in math achievement of students taught in an ITV class setting with the instructor present (host site), students receiving instruction via television at an off-campus location (remote site), and students taught in a traditional classroom setting. This study also examined student attitudes toward enrolling in future ITV courses. Results showed no significant differences in math achievement among the three groups. There were also no differences in student attitudes toward enrolling in future ITV courses when comparing the host site with the remote site. Students in both television settings had positive attitudes toward future ITV course participation. The results of this study show that in developmental algebra students at the distance learning sites are learning as well as those students in the traditional classrooms. Thus, it was concluded that interactive television should be considered as an adequate method of providing developmental algebra instruction beyond the campus.

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Hurley, Robert P. "An instructional design methodology for interactive multimedia courseware in dynamic systems and controls engineering." Thesis, Georgia Institute of Technology, 1995. http://hdl.handle.net/1853/16065.

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Kuda-Malwathumullage, Chamathca Priyanwada. "Impact of technology-infused interactive learning environments on college professors’ instructional decisions and practices." Thesis, University of Iowa, 2015. https://ir.uiowa.edu/etd/1867.

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Recent advancements in instructional technology and interactive learning space designs have transformed how undergraduate classrooms are envisioned and conducted today. Large number of research studies have documented the impact of instructional technology and interactive learning spaces on elevated student learning gains, positive attitudes, and increased student engagement in undergraduate classrooms across nation. These research findings combined with the movement towards student-centered instructional strategies have motivated college professors to explore the unfamiliar territories of instructional technology and interactive learning spaces. Only a limited number of research studies that explored college professors’ perspective on instructional technology and interactive learning space use in undergraduate classrooms exist in the education research literature. Since college professors are an essential factor in undergraduate students’ academic success, investigating how college professors perceive and utilize instructional technology and interactive learning environments can provide insights into designing effective professional development programs for college professors across undergraduate institutions. Therefore, the purpose of this study was to investigate college professors’ pedagogical reasoning behind incorporating different types of instructional technologies and teaching strategies to foster student learning in technology-infused interactive learning environments. Furthermore, this study explored the extent to which college professors’ instructional decisions and practices are affected by teaching in an interactive learning space along with their overall perception of instructional technology and interactive learning spaces. Four college professors from a large public Midwestern university who taught undergraduate science courses in a classroom based on the ‘SCALE-UP model’ participated in this study. Major data sources included classroom observations, interviews and questionnaires. An enumerative approach and the constant comparative method were utilized to analyze the data. According to the results obtained, all the participating college professors of this study employed a variety of instructional technologies and learning space features to actively engage their students in classroom activities. Participants were largely influenced by the instructional technology and the learning space features at lesson planning and execution stages whereas this influence was less notable at the student assessment stage. Overall, college professors perceive technology-infused interactive learning environments to be advantageous in terms of enabling flexibility and creativity along with easy facilitation of classroom activities. However, they felt challenged when designing effective classroom activities and preferred continuous professional development support. Overall, college professors’ pedagogical decision making process, their perceived benefits and challenges seemed to be interrelated and centered on the learners and the learning process. Primary implication of this study is to implement effective professional development programs for college professors which enable them to familiarize themselves with student-centered pedagogy and effective classroom activity design along with the novel trends in learning space design and instructional technologies. Furthermore, higher education institutions need to devise incentives and recognition measures to appreciate college professors’ contributions to advance scholarship of teaching and learning.

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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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Purcell, Steven L. "Integrating digital images into computer-based instruction : adapting an instructional design model to reflect new media development guidelines and strategies /." Diss., This resource online, 1993. http://scholar.lib.vt.edu/theses/available/etd-06062008-165453/.

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Davis, Dirk Martin. "A backwards approach to instructional design." CSUSB ScholarWorks, 2002. https://scholarworks.lib.csusb.edu/etd-project/2113.

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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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Newson, Shereka Faye. "The Effect of Interactive Notebooks on the Science Proficiency of Biology 1 Students." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6850.

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Local High School, a pseudonym, located in Northwest Mississippi has in place two differing Biology 1 curricula; in one curriculum, the students use interactive notebooks daily and in the other curriculum, they are not used. The purpose of this ex post facto quasi-experimental study was to investigate the impact that an instructional tool, such as the interactive notebook, could have on student achievement. Instructional design theory and the materials, methods, environment, collaboration, content, and assessment (MMECCA) framework served as the theoretical framework for this study. The standard measure of science proficiency was provided by the test results from the Biology 1 Subject Area Testing Program assessment (SATP). Using data from 2016-2017 Biology 1 students who took the pretest, CASE 21 assessment, and the posttest, Biology 1 SATP assessment (N = 184), three independent samples t tests were used to analyze the data. The first independent samples t test performed on data from the pretest established that the two groups began the study with similar science proficiencies. The second and third independent samples t tests, conducted using overall mean scores and the mean scores for each of the individual six categories from the SATP Biology 1 assessment, determined that there was a statistically significant difference in the overall science proficiency of the two groups. A position paper was developed recommending the use of the interactive notebook to improve science proficiency. Positive social change is expected to occur as this information can be used to inform educational policy makers and close the achievement gap.

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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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Cular, Stefan. "Development of interactive web-based tutorials for chemical engineering undergraduates." [Tampa, Fla.] : University of South Florida, 2005. http://purl.fcla.edu/fcla/etd/SFE0001035.

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Younis, Bilal Khaleel. "CREATING DIGITAL GAMES AS INTERACTIVE LEARNING ENVIRONMENTS: FACTORS THAT AFFECT PALESTINIAN TEACHERS' SUCCESS IN MODIFYING VIDEO GAMES FOR INSTRUCTION." OpenSIUC, 2012. https://opensiuc.lib.siu.edu/dissertations/594.

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CREATING DIGITAL GAMES AS INTERACTIVE LEARNING ENVIRONMENTS: FACTORS THAT AFFECT PALESTINIAN TEACHERS' SUCCESS IN MODIFYING VIDEO GAMES FOR INSTRUCTION The purpose of this study was to investigate the factors that might predict Palestinian teachers' success in modding games for instruction. An instructional game design model named Game Modding for Non-Professionals (GMNP) was created specifically for the training of Palestinian teachers during this study. This study addressed the question: To what extent do the variables gender, age, teaching experience, experience in playing video games, and adherence to the GMNP model predict teachers' success in modding video games for instruction when using the GMNP model? Gaining an understanding of teachers' performance in modding video games for instructional use may identify potential interventions that can be utilized to increase the use of this technology in the classroom. This investigation is useful in pointing out the need for teacher training to administrators and policy makers. The data for this study was collected from teachers at two Palestine Technical Colleges. All the teachers at the two Colleges were invited to participate, and 79 teachers agreed. Three teachers withdrew from the study before finishing it; hence, only 76 completed the study, and their data was used in the regression analysis. A workshop was conducted to train the teachers in using the GMNP model as a guide to game modding to modify video games for instructional use. During the workshop, the participants were asked to complete a worksheet. The participants were directed to use this worksheet to modify Neverwinter Nights 2 to teach a given instructional objective. At the end of the workshop, the completed GMNP model worksheet and the game mod created were collected from each participant as research data. The GMNP Model Rubric and the Educational Games Rubric were used to assess respectively the worksheets (for adherence to the GMNP model) and the game mods (for success in modifying a video game for instruction). Multiple linear regression was conducted to answer the research question. Tests to verify that the data met the various conditions required for multiple regression analysis were conducted and no violations of these conditions were detected. Findings indicated that gender was not a significant predictor of teachers' success in modding video games for instruction when the variance attributed to the other predictor variables was controlled, and the variables age, experience in playing video games, and adherence to the GMNP model were significant predictors of teachers' success in modding video games for instruction. The study suggested some implications and recommendations for policy makers and for future researchers who are interested in conducting similar studies about video game integration.

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Chapman, John Shadrack. "Task-Level Feedback in Interactive Learning Enivonments Using a Rules Based Grading Engine." BYU ScholarsArchive, 2016. https://scholarsarchive.byu.edu/etd/6605.

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In order to improve the feedback an intelligent tutoring system provides, the grading engine needs to do more than simply indicate whether a student gives a correct answer or not. Good feedback must provide actionable information with diagnostic value. This means the grading system must be able to determine what knowledge gap or misconception may have caused the student to answer a question incorrectly. This research evaluated the quality of a rules-based grading engine in an automated online homework system by comparing grading engine scores with manually graded scores. The research sought to improve the grading engine by assessing student understanding using knowledge component research. Comparing both the current student scores and the new student scores with the manually graded scores led us to believe the grading engine rules were improved. By better aligning grading engine rules with requisite knowledge components and making revisions to task instructions the quality of the feedback provided would likely be enhanced.

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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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Almunive, Wejdan Ahmed. "The Design and Development of Guidelines for Interactive Course Organizers." Diss., Virginia Tech, 2020. http://hdl.handle.net/10919/97828.

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An Interactive Course Organizer (ICO) is an artifact that contains text and visual representation of a traditional course syllabus, it integrates visual elements, such as timelines, drawings, charts, graphs, maps, or pictures to show the sequencing and organization of major course topics while offering the user an actively controlled progression of the amount of course information covered. The goal of this research was to develop a theoretically- and empirically- grounded guidelines to design and develop of ICOs. It is anticipated that these guidelines can assist course developers and instructional designers in designing ICOs. This study employed a design and developmental research methodology with four phases: analysis, design, development and validation. Findings from literature review investigations in course syllabi, instructional message design, visual literacy, and interactivity theories and research as well as expert review informed the building of the guidelines. Doctor of Philosophy Interactive Course Organizer (ICO) is a tool that acts as a course syllabus. It combines both text and visual representation of a traditional course syllabus, and integrates visual elements, such as timelines, drawings, charts, graphs, maps, or pictures to help learners visually see the interrelationships between different parts of the course and how they all fit together. Its purpose is to provide visuals to assist learners in seeing the course and how it is organized "big picture". And by adding the interactivity feature, learners will navigate, access, and view the course content. It is a course framework to help students understand what it is they will be learning in the course. This research aimed to develop a theoretically- and empirically- grounded guidelines to design and develop of ICOs. It is anticipated that these guidelines can assist course developers and instructional designers in designing ICOs. This study employed a design and developmental research methodology with four phases: analysis, design, development and validation. Findings from literature review investigations in course syllabi, instructional message design, visual literacy, and interactivity theories and research as well as expert review informed the building of the guidelines.

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Stearns, Heather. "INTEGRATING KEY ELEMENTS IN AN E-LEARNING CURRICULUM FOR AN OPTIMUM EDUCATIONAL AND INTERACTIVE USER EXPERIENCE." Master's thesis, University of Central Florida, 2008. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/3292.

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This study determines the particular components that are considered the best practices to use when implementing an e-Learning curriculum. Technical communicators and instructional designers have numerous development options to choose from. However, practices that work in academe do not always integrate well in a corporate setting, and what works for one corporation may not work for another. There is no singular methodology for developers to apply that enables e-Learning to fit every organization's needs. Research shows that to ensure a successful online learning implementation, a sound project management team must be in place at the beginning of the project planning. This team must be prepared to collaborate with managers and users across an organization and carefully incorporate their suggestions into the curriculum design. Additionally, this team must be experienced not only in making sure that the project is launched on time and within the defined budget, but also in asking pertinent questions about the users, content structure, and design. Implementing an e-Learning site involves more than putting a Web page online for users to view. Developers must know about adult learning styles, must know how to incorporate interactive activities (like games and simulations), and must know how to write content so that it is engaging yet understandable. M.A. Department of English Arts and Humanities English MA

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Laveaux, Michele Barbara. "Assisting students with concept acquisition in basic skills reading through the use of an interactive website." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2688.

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This project creates an interactive website on the literature surrounding reading and concept acquisition skills in adult learners. This website used in conjunction with the Basic Skills English 10A course given in community colleges will enhance reading and concept acquisitions skills enabling student the self cofidence, encouragement and motivation to complete the course.

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Hunter, Eric D. "Using Interactive Diagrams to Teach Graduate Students About Statistical Power." BYU ScholarsArchive, 2008. https://scholarsarchive.byu.edu/etd/1287.

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This report describes the design, development, implementation, and evaluation of a web-based tutorial designed to teach graduate students about the statistical concept of power. It contains a literature review of techniques used to teach statistics, similar computer-based programs for representing the concept of power, and instructional theories that pertain to web-based tutorials. It describes the process of designing and developing this tutorial in detail. The results section contains a description of the product implementation with three different groups and discusses the qualitative and quantitative findings from each of these implementations. Finally, there is a discussion of the tutorial's strengths and weaknesses.

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Schmidt, Andrew D. "The Use of an Interactive Online Tutorial for Camera Operators at BYU Broadcasting." Diss., CLICK HERE for online access, 2006. http://contentdm.lib.byu.edu/ETD/image/etd1502.pdf.

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Young, Shwu-ching. "A study of learners' interactions with and perceptions of a CD- rom-based instructional program on interactive writing /." The Ohio State University, 1996. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487940665435521.

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Gleason, James P. "THE IMPACT OF INTERACTIVE FUNCTIONALITY ON LEARNING OUTCOMES: AN APPLICATION OF OUTCOME INTERACTIVITY THEORY." Lexington, Ky. : [University of Kentucky Libraries], 2009. http://hdl.handle.net/10225/1165.

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Thesis (Ph. D.)--University of Kentucky, 2009. Title from document title page (viewed on May 24, 2010). Document formatted into pages; contains: xix, 225 p. : ill. (some col.). Includes abstract and vita. Includes bibliographical references (p. 217-222).

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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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Evans, Rinelle. "Explaining low learner participation during interactive television instruction in a developing country context." Thesis, Pretoria : [s.n.], 2005. http://upetd.up.ac.za/thesis/available/etd-02282005-081708/.

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Thesis (Ph.D.(Curriculum studies)--University of Pretoria, 2005. Paper copy accompanied by a CD-ROM. Includes bibliographical references (leaves 175-194) Available on the Internet via the World Wide Web.

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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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Alonso, Jorge Luis. "The effect of different instructional groupings on student achievement and attitudes from a computer-based interactive videodisk biology unit." FIU Digital Commons, 1996. http://digitalcommons.fiu.edu/etd/1205.

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The purpose of this research study was to determine the effect of two different instructional groupings (cooperative and traditional whole-class) on student achievement and attitudes using a computer-based interactive videodisc biology unit. The subjects were 64 high school biology students assigned to two heterogeneous experimental groups, randomly selected from two preassigned summer school biology classes, one honors, the other regular. A two-group, posttest-only, control group experimental research design was utilized. Achievement at three cognitive levels and attitudes towards science laserdisc instruction were measured at the conclusion of the study. The cooperative group consistently outperformed the traditional group in achievement posttest scores. Factorial ANOVA on total (overall) achievement scores indicated that subjects in cooperative groups significantly outperformed those in the traditional group, and also that the instructional group, class level, and gender interacted in an ordinal fashion to make a significant difference in how female and male subjects were affected by the treatments depending on their class (aptitude) level. Regular level females and honors level males performed much better when in cooperative groups, whereas group membership did not appear to make a difference for either honors level females or regular level males. A t-test comparing honors level males revealed that cooperative groups were close to being significantly better in total achievement posttest scores than their traditional group counterparts. Factorial MANOVA comparing the instructional groups at three cognitive levels found no significant difference. Analysis on the attitudes posttest data also revealed that subjects in cooperative groups demonstrated more positive attitudes towards science laserdisc instruction; however these differences were not found to be significant. Significant interactions in attitudes of females and males from different class levels had the opposite effect as achievement: honors level females and regular level males demonstrated more positive attitudes towards science laserdisc instruction when in cooperative groups, whereas group membership did not appear to make a difference for honors level males, and regular level females demonstrated the lowest attitudes ratings of any group when involved in cooperative groups. This contrast between achievement and attitudinal results suggests cross-gender interaction in traditionally defined gender roles.

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Dissertations / Theses on the topic 'Interactive Instructional'

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