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Buykx, Lucy. "Interactive recipe instructions : supporting cooks with better designs." Thesis, University of York, 2013. http://etheses.whiterose.ac.uk/5158/.
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In the last decade in HCI there has been a growing interest in using interactive technology to support human-food activities such as meal planning, shopping and cooking. However, despite the principles of UCD, few researchers have made use of empirical research of users’ human-food activities to ground their system designs, few evaluated their systems with users against a control and most have designed systems with the needs of younger people in mind. In the first two studies I investigated the food related activities of older adults using focus groups and a food and shopping diary with post diary interview. I found that older adults’ food related activities were both routinized and flexible. They were knowledgeable about food, how to plan meals, shop and prepare food and did not have need for technological support. The design assumptions of early food-related systems do not generalise to older adults. In the second two studies I investigated how cooks interact with recipe instructions in order to inform the design of interactive recipe systems. In the first cooking study I investigated the effect (1) of shorter recipe steps and (2) of integrating the instructions and information normally located in the ingredient list into the text of recipe steps. I found that cooks do not read or perform the tasks of recipe instructions in sequence. In part this is because of the nature of recipe procedures and in part because they read ahead to understand the narrative of ingredients to help them interpret the current step. Cooks found instructions with ingredient information integrated clearer and easier to read because integrating the information reduces the need for the cook to look up and mentally integrate information from different sources. In the second cooking study I investigated the effects (1) of adding pictures to recipe steps and (2) of presenting an overview of the structure of the recipe procedure. I found that cooks liked pictures with the recipe steps but they did not reduce problems or errors. Cooks preferred recipes with a structural overview because it enabled them to understand the process and to plan and perform tasks in parallel. Results suggest that the overview presentation, by highlighting the sub-goals of recipe instructions, reduced problems due to recipe content experienced by cooks. The implications for design show that future interactive recipe systems should integrate ingredient information into the recipe steps, support cooks to move around the recipe steps non- sequentially, support cooks to perform more than one step in parallel and provide an overview of the procedure with sub-goals.
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Najar, Anis. "Shaping robot behaviour with unlabeled human instructions." Thesis, Paris 6, 2017. http://www.theses.fr/2017PA066152.
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La plupart des systèmes d'apprentissage interactifs actuels s'appuient sur des protocoles prédéfinis qui peuvent être contraignants pour l'utilisateur. Cette thèse aborde le problème de l'interprétation des instructions, afin de relâcher la contrainte de prédéterminer leurs significations. Nous proposons un système permettant à un humain de guider l'apprentissage d'un robot, à travers des instructions non labellisées. Notre approche consiste à ancrer la signification des signaux instructifs dans le processus d'apprentissage de la tâche et à les utiliser simultanément pour guider l'apprentissage. Cette approche offre plus de liberté à l'humain dans le choix des signaux qu'il peut utiliser, et permet de réduire les efforts d'ingénierie en supprimant la nécessité d'encoder la signification de chaque signal instructif.Nous implémentons notre système sous la forme d'une architecture modulaire, appelée TICS, qui permet de combiner différentes sources d'information: une fonction de récompense, du feedback évaluatif et des instructions non labellisées. Cela offre une plus grande souplesse dans l'apprentissage, en permettant à l'utilisateur de choisir entre différents modes d'apprentissage. Nous proposons plusieurs méthodes pour interpréter les instructions, et une nouvelle méthode pour combiner les feedbacks évaluatifs avec une fonction de récompense prédéfinie.Nous évaluons notre système à travers une série d'expériences, réalisées à la fois en simulation et avec de vrais robots. Les résultats expérimentaux démontrent l'efficacité de notre système pour accélérer le processus d'apprentissage et pour réduire le nombre d'interactions avec l'utilisateur<br>Most of current interactive learning systems rely on predefined protocols that constrain the interaction with the user. Relaxing the constraints of interaction protocols can therefore improve the usability of these systems.This thesis tackles the question of interpreting human instructions, in order to relax the constraints about predetermining their meanings. We propose a framework that enables a human teacher to shape a robot behaviour, by interactively providing it with unlabeled instructions. Our approach consists in grounding the meaning of instruction signals in the task learning process, and using them simultaneously for guiding the latter. This approach has a two-fold advantage. First, it provides more freedom to the teacher in choosing his preferred signals. Second, it reduces the required engineering efforts, by removing the necessity to encode the meaning of each instruction signal. We implement our framework as a modular architecture, named TICS, that offers the possibility to combine different information sources: a predefined reward function, evaluative feedback and unlabeled instructions. This allows for more flexibility in the teaching process, by enabling the teacher to switch between different learning modes. Particularly, we propose several methods for interpreting instructions, and a new method for combining evaluative feedback with a predefined reward function. We evaluate our framework through a series of experiments, performed both in simulation and with real robots. The experimental results demonstrate the effectiveness of our framework in accelerating the task learning process, and in reducing the number of required interactions with the teacher
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Najar, Anis. "Shaping robot behaviour with unlabeled human instructions." Electronic Thesis or Diss., Paris 6, 2017. http://www.theses.fr/2017PA066152.
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La plupart des systèmes d'apprentissage interactifs actuels s'appuient sur des protocoles prédéfinis qui peuvent être contraignants pour l'utilisateur. Cette thèse aborde le problème de l'interprétation des instructions, afin de relâcher la contrainte de prédéterminer leurs significations. Nous proposons un système permettant à un humain de guider l'apprentissage d'un robot, à travers des instructions non labellisées. Notre approche consiste à ancrer la signification des signaux instructifs dans le processus d'apprentissage de la tâche et à les utiliser simultanément pour guider l'apprentissage. Cette approche offre plus de liberté à l'humain dans le choix des signaux qu'il peut utiliser, et permet de réduire les efforts d'ingénierie en supprimant la nécessité d'encoder la signification de chaque signal instructif.Nous implémentons notre système sous la forme d'une architecture modulaire, appelée TICS, qui permet de combiner différentes sources d'information: une fonction de récompense, du feedback évaluatif et des instructions non labellisées. Cela offre une plus grande souplesse dans l'apprentissage, en permettant à l'utilisateur de choisir entre différents modes d'apprentissage. Nous proposons plusieurs méthodes pour interpréter les instructions, et une nouvelle méthode pour combiner les feedbacks évaluatifs avec une fonction de récompense prédéfinie.Nous évaluons notre système à travers une série d'expériences, réalisées à la fois en simulation et avec de vrais robots. Les résultats expérimentaux démontrent l'efficacité de notre système pour accélérer le processus d'apprentissage et pour réduire le nombre d'interactions avec l'utilisateur<br>Most of current interactive learning systems rely on predefined protocols that constrain the interaction with the user. Relaxing the constraints of interaction protocols can therefore improve the usability of these systems.This thesis tackles the question of interpreting human instructions, in order to relax the constraints about predetermining their meanings. We propose a framework that enables a human teacher to shape a robot behaviour, by interactively providing it with unlabeled instructions. Our approach consists in grounding the meaning of instruction signals in the task learning process, and using them simultaneously for guiding the latter. This approach has a two-fold advantage. First, it provides more freedom to the teacher in choosing his preferred signals. Second, it reduces the required engineering efforts, by removing the necessity to encode the meaning of each instruction signal. We implement our framework as a modular architecture, named TICS, that offers the possibility to combine different information sources: a predefined reward function, evaluative feedback and unlabeled instructions. This allows for more flexibility in the teaching process, by enabling the teacher to switch between different learning modes. Particularly, we propose several methods for interpreting instructions, and a new method for combining evaluative feedback with a predefined reward function. We evaluate our framework through a series of experiments, performed both in simulation and with real robots. The experimental results demonstrate the effectiveness of our framework in accelerating the task learning process, and in reducing the number of required interactions with the teacher
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Thimmapuram, Sunethra. "Web-Delivered Assembly Language Interactive Training and its Sequence Identification for Software Reverse Engineering." Wright State University / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=wright151551307959276.
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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.<br>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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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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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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Arbutiski, Anne Marie. "Interactive instructional magazine /." Online version of thesis, 1993. http://hdl.handle.net/1850/11097.
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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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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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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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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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Belcher, Justin Ryan. "Embodied Interfaces for Interactive Percussion Instruction." Thesis, Virginia Tech, 2007. http://hdl.handle.net/10919/33361.
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<p>For decades, the application of technology to percussion curricula has been substantially hindered by the limitations of conventional input devices. With the need for specialized percussion instruction at an all-time high, investigation of this domain can open the doors to an entirely new educational approach for percussion.</p>
<p>This research frames the foundation of an embodied approach to percussion instruction manifested in a system called Percussive. Through the use of body-scale interactions, percussion students can connect with pedagogical tools at the most fundamental levelâ leveraging muscle memory, kinesthetics, and embodiment to present engaging and dynamic instructional sessions.</p>
<p>The major contribution of this work is the exploration of how a system which uses motion-sensing to replicate the experiential qualities of drumming can be applied to existing pedagogues. Techniques for building a system which recognizes drumming input are discussed, as well as the systemâ s application to a successful contemporary instructional model. In addition to the specific results that are presented, it is felt that the collective wisdom provided by the discussion of the methodology throughout this thesis provides valuable insight for others in the same area of research.</p><br>Master of Science
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Fox, Meghan Kathleen. "Interactive Whiteboard Technology and Reading Instruction." Bowling Green State University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1269030967.
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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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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.<br>Committee Chair: Richard Catrambone; Committee Member: James Foley; Committee Member: Mark Guzdial; Committee Member: Paul Corballis; Committee Member: Wendy Rogers.
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Gama, Claudia Amado. "Integrating metacognition instruction in interactive learning environments." Thesis, University of Sussex, 2005. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.413355.
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Rivers, Grier Kivette. "Interactive Whiteboards in Third Grade Science Instruction." NSUWorks, 2009. http://nsuworks.nova.edu/gscis_etd/289.
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Strategies have been put into place to affect improvement in science achievement, including the use of Interactive Whiteboards (IWBs) in science instruction. IWBs enable rich resources, appropriate pacing, and multimodal presentation of content deemed as best practices. Professional development experiences, use of resources, instructional practices, and changes in professional behavior in science teachers were recorded. Also recorded were differences in the engagement and motivation of students in IWB classrooms versus IWB-free classrooms and observed differences in students' problem solving, critical thinking, and collaboration.
Using a mixed-method research design quantitative data were collected to identify achievement levels of the target population on the assumption that all students, regardless of ability, will achieve greater mastery of science content in IWB classrooms. Qualitative data were collected through observations, interviews, videotapes, and a survey to identify how IWBs lead to increased achievement in third grade classrooms and to develop a record of teachers' professional practices, and students' measures of engagement and motivation. Comparative techniques determined whether science instruction is more effective in IWB classroom than in IWB-free classrooms.
The qualitative findings concluded that, compared to science teachers who work in IWB-free settings, elementary science teachers who used IWBs incorporated more resources to accommodate learning objectives and the varied abilities and learning styles of their students. They assessed student understanding more frequently and perceived their classrooms as more collaborative and interactive. Furthermore, they displayed willingness to pursue professional development and employed different engagement strategies. Finally, teachers who used IWBs supported more instances of critical thinking and problem-solving. Quantitative findings concluded that students of all ability levels were more motivated and engaged in IWB classes.
Best practices distilled included combining IWBs with handheld peripherals to maximize assessment; the determination that formal professional development is more effective than peer coaching; that effectively managing an IWB classroom is as vital as learning how to use board itself; and that IWB teachers should be able to modify resources to tailor them for the circumstances of their classroom.
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Wayanti, Rina. "Interactive multimedia instruction for teaching western animation /." The Ohio State University, 1997. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487947501136876.
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Pirilä, Kaarina. "Interaction, motivation, and student learning outcomes in E-learning -- do personal differences matter? /." Oulu : [Kajaani : University of Oulu ; INTeL-project], 2008. http://www.loc.gov/catdir/toc/fy1001/2008422945.html.
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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.<br>Typescript; issued also on microfilm. Sponsor: O. Roger Anderson. Dissertation Committee: Warren E. Yasso. Includes bibliographical references (leaves 112-119).
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Robinson, Nancy Reed. "Fostering Student Independent Behaviors During Reading Recovery Lessons." Diss., Virginia Tech, 2003. http://hdl.handle.net/10919/27163.
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This instructional study of fostering student independence while teaching them to read revealed how first grade students develop independent reading behaviors during their 18-22 weeks of instruction. The observations were made of three Reading Recovery teacher/student dyad behaviors during three videotaped lessons; one in the beginning of instruction, one near the middle of instruction and the last just before the students discontinued from their respective programs. Individual units of reading behaviors were identified and labeled as assisted, assisted dependent, assisted independent, or independent based on specific behaviors observed when miscues occurred. The questions guiding the study were directed at student behaviors, teacher behaviors, and student changes over time.
The data collected comprised transcripts of the taped sessions, daily lesson plans, running records, and results from scheduled Observation Survey assessments. The concept of independence was discussed as (1) a disposition for independence, (2) functional independence, (3) independence as a self-regulatory behavior, and (4) examples of how children contribute to and extend their learning independently.
When they began, the students, Title I students, were among the bottom 10% of readers in their classrooms. When they discontinued (graduated), they functioned as average readers in their classrooms. When the students were assessed again in June after Reading Recovery lessons had ended, they had maintained their gains. In addition each student had acquired an expanding disposition of independence that is expected to be maintained as learning continued. The findings suggest that fostering independence in tutorial settings accelerates learning and enables students to become average readers.<br>Ed. D.
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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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Newton, Mark Brian. "A remote interactive music keyboard tuition system." Thesis, Rhodes University, 2005. http://hdl.handle.net/10962/d1004860.
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A networked multimedia system to assist teaching music keyboard skills to a class is described. Teaching practical music lessons requires a large amount of interaction between the teacher and student and is thus teacher intensive. Although there is a range of computer software available for learning how to play the keyboard, these programs cannot replace the guidance of a music teacher. The possibility of combining the music applications with video conferencing technology for use in a keyboard class is discussed. An ideal system is described that incorporates the benefits of video conferencing and music applications for use in a classroom. A design of the ideal system is described and implemented. Certain design and implementation decisions are explained and the performance of the implementation examined. The system would enable a music teacher to effectively teach a music class keyboard skills.
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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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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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Rogers, Erika. "Interactive computer simulation for instruction in magnetic resonance imaging." Thesis, Georgia Institute of Technology, 1985. http://hdl.handle.net/1853/9205.
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Stanley, Michael Brooke. "Participant music listening behaviours in interactive multimedia music instruction." Thesis, The University of Sydney, 1999. http://hdl.handle.net/2123/361.
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While emerging technologies such as interactive multimedia are increasingly being employed in computerised music instruction, understanding of participant music listening behaviours in interactive multimedia music instruction is currently very limited. With the aim of elucidating music listening behaviour, the central concern of this work is to identify and explain participant interactions with the audio components of interactive multimedia music instruction. The investigation employs a novel documentation procedure, which extends the application of digital audio recording technology, to provide a finely calibrated analysis of the audio activity of a sample of 20 undergraduate music education majors during individual sessions with two commercially-available interactive multimedia music instruction programs. Graphically-based Sound Activity Profiles, which the researcher developed specifically for the current investigation, characterise and summarise participant interactions with audio components, while an analysis of questionnaire responses and follow-up interview transcripts provides supplementary information that further explains participants' music listening behaviours. The results of the investigation show that music listening behaviours during the study sessions were highly variable. While extensive participant interaction with music examples occasionally reflected attentive music listening behaviours, many study sessions were characterised by brief, fragmentary music excerpts and lengthy periods of silence. Participants spent as little as five percent of their session time listening to music and as much as 88 percent of the session time in silence. A substantial number of the study cohort frequently interrupted the music examples they had activated. Participants' perceptions of the extent of their interaction with music examples were frequently inaccurate, as subjects often substantially overestimated the amount of session time they had spent listening to music. The study findings suggest that many interactive multimedia music instruction participants would benefit from interventions that elicit more extensive and prolonged interaction with music examples. Accordingly, recommendations include a call for research to develop and test software designs that incorporate automated monitoring of session audio activity so that dynamic on-screen information about music listening behaviour can be provided to interactive multimedia music instruction participants. Such information may encourage participants to modify inappropriate music listening behaviours.
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Stanley, Michael Brooke. "Participant music listening behaviours in interactive multimedia music instruction." University of Sydney. Music Education, 1999. http://hdl.handle.net/2123/361.
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While emerging technologies such as interactive multimedia are increasingly being employed in computerised music instruction, understanding of participant music listening behaviours in interactive multimedia music instruction is currently very limited. With the aim of elucidating music listening behaviour, the central concern of this work is to identify and explain participant interactions with the audio components of interactive multimedia music instruction. The investigation employs a novel documentation procedure, which extends the application of digital audio recording technology, to provide a finely calibrated analysis of the audio activity of a sample of 20 undergraduate music education majors during individual sessions with two commercially-available interactive multimedia music instruction programs. Graphically-based Sound Activity Profiles, which the researcher developed specifically for the current investigation, characterise and summarise participant interactions with audio components, while an analysis of questionnaire responses and follow-up interview transcripts provides supplementary information that further explains participants' music listening behaviours. The results of the investigation show that music listening behaviours during the study sessions were highly variable. While extensive participant interaction with music examples occasionally reflected attentive music listening behaviours, many study sessions were characterised by brief, fragmentary music excerpts and lengthy periods of silence. Participants spent as little as five percent of their session time listening to music and as much as 88 percent of the session time in silence. A substantial number of the study cohort frequently interrupted the music examples they had activated. Participants' perceptions of the extent of their interaction with music examples were frequently inaccurate, as subjects often substantially overestimated the amount of session time they had spent listening to music. The study findings suggest that many interactive multimedia music instruction participants would benefit from interventions that elicit more extensive and prolonged interaction with music examples. Accordingly, recommendations include a call for research to develop and test software designs that incorporate automated monitoring of session audio activity so that dynamic on-screen information about music listening behaviour can be provided to interactive multimedia music instruction participants. Such information may encourage participants to modify inappropriate music listening behaviours.
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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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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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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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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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Ehlers, Megan Elizabeth. "Student-teacher Interaction Through Online Reflective Journals in a High School Science Classroom: What Have We Learned?" Scholar Commons, 2015. http://scholarcommons.usf.edu/etd/5871.
Full textAbstract:
Three challenges in current secondary school science classrooms are (a) meaningful integration of technology, (b) integration of reading and writing in content courses, and (c) differentiation of instruction to meet individual student needs in courses. This is an exploratory study of an urban, high school marine science course in which a teacher added communication with her students via asynchronous online journals. This intervention was intended to enable the teacher to understand how students were constructing knowledge and their understanding of marine science topics. Data included journal postings from all students and the teacher throughout the semester, as well as the teacher's personal journal.
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West, Charles J. Rhodes Dent. "An interactive system for developing multimediated hospital-based patient instruction." Normal, Ill. Illinois State University, 2001. http://wwwlib.umi.com/cr/ilstu/fullcit?p3064488.
Full textAbstract:
Thesis (Ed. D.)--Illinois State University, 2001.<br>Title from title page screen, viewed March 30, 2006. Dissertation Committee: Dent Rhodes (chair), Norman Bettis, Kenneth Jerich, Joaquin Vila. Includes bibliographical references (leaves 110-118) and abstract. Also available in print.
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Katz, Heather Alicia. "The relationship between learners' goal orientation and their cognitive tool use and achievement in an interactive hypermedia environment." Access restricted to users with UT Austin EID Full text (PDF) from UMI/Dissertation Abstracts International, 2001. http://wwwlib.umi.com/cr/utexas/fullcit?p3033584.
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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/.
Full textAbstract:
Thesis (Ph.D.(Curriculum studies)--University of Pretoria, 2005.<br>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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Zurcher, Melinda A. "Instructing Preschool Writers| Interactive Writing and the Writing Workshop." Thesis, Ball State University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10975944.
Full textAbstract:
<p>Preschool children hold immense writing potential that is rarely realized in traditional classrooms. This mixed-methods, quasi-experimental study focused on how best to teach these emergent writers. By comparing the effects of interactive writing, writing workshop, and traditional instruction, the study provided a clearer picture of how these instructional approaches influence students? writing achievement and processes. The quantitative results of the study pointed to the effectiveness of both writing workshop and interactive writing for improving students? foundational writing skills. The qualitative results supported these findings and highlighted how students differed in the extent they identified as authors and played in their writing. Based on these findings, both writing workshop and interactive writing might be effectively applied in preschool classrooms by empowering emergent writers and providing opportunities to write.
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Schroeder, Barbara A. "Multimedia-enhanced instruction in online learning environments /." ProQuest subscription required:, 2006. http://proquest.umi.com/pqdweb?did=1179968651&sid=3&Fmt=2&clientId=8813&RQT=309&VName=PQD.
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Chacra, Zeina Abou. "Scaffolded instruction and interaction in an ESL classroom." Thesis, University of Leicester, 2002. http://hdl.handle.net/2381/30992.
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This research study uses socio-cultural theories of learning to investigate scaffolded instruction as a pedagogical tool across instructional activities and describe the type of student interaction it creates in the particular context of one ESL classroom in need of ways for improving interaction among students. The three main objectives of the study include an attempt to describe how scaffolding is discursively performed in the two instructional activities of teacher-led whole group lessons and tutorials a description of student interaction in the classroom when scaffolding is applied and an investigation of how scaffolding as dialogic interaction contrasts between the two instructional activities. Participants in this study were all secondary school students attending a remedial English class consisting of no more than ten students at an American international school in Kuwait. Audio recording of the lesson for spoken discourse analysis, alongside observation and interviewing were used to collect data simultaneously for the two instructional activities of teacher-led whole group lessons and tutorials which were both formatted, based on previous literature to include scaffolding elements. For both whole group lessons and tutorials, observations took place as well as a recording and transcription of the lesson for oral discourse analysis followed by interviews with students immediately after the lesson. This was repeated for three whole group teacher-led lessons and three tutorials resulting in a total of 6 data collection events for each of the three research methods were completed. By providing a linguistic understanding of scaffolded instruction, this study presents scaffolding as a more concrete concept by demonstrating how particular elements of scaffolding create classroom interaction. Additionally, this research provides a relative comparison and contrast of scaffolding as it occurs and creates interaction during two instructional activities thus providing specific recommendations for addressing a pedagogic concern with student motivation in the context of a particular ESL classroom.
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Manzo, Daniel Vito. "Using Interactive Media As An Educational Alternative To Traditional Music Instruction." Digital WPI, 2015. https://digitalcommons.wpi.edu/etd-theses/1121.
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"Video games are more popular now than they have ever been, and the video game industry is on the verge of hitting its Golden Age (Diver, 2015). In 2015 alone, the video game industry is predicted to reach $91 billion in sales revenue (Nunnely, 2015). Video games have become a key element in today’s youth culture (Seel, 2001; Aarsand, 2007; Gee, 2007). With such a successful and culturally relevant medium at their disposal, pedagogues can use this form of entertainment as a gateway medium for educational instruction. This paper describes the progressive integration of technology in music education as well as the implications of using a non-traditional method of educational instruction through a video game. Focusing specifically on the instruction of music theory, several methods of instruction are examined. Past studies using video games as a medium to convey instruction are further examined. The development of an educational music theory video game is explored along with several development tools in its design. A randomized controlled trial was conducted in an undergraduate classroom where participants completed a series of activities using either the music theory video game prototype or a simulated method book application. The data suggests a significant improvement in each skill topic when using the video game and compares similarly to the simulated method book application."
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Anderson, Lorraine P. "Interactive televised instruction factors that influence student evaluations of business courses /." Morgantown, W. Va. : [West Virginia University Libraries], 2000. http://etd.wvu.edu/templates/showETD.cfm?recnum=1273.
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Thesis (Ed. D.)--West Virginia University, 2000.<br>Title from document title page. Document formatted into pages; contains vii, 178 p. Vita. Includes abstract. Includes bibliographical references (p. 156-165).
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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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Seitz, Jeffrey L. "An interactive CD-ROM to teach harmonic and intermodulation distortion." Virtual Press, 1997. http://liblink.bsu.edu/uhtbin/catkey/1048367.
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This study had two purposes: first, to collect information relating to harmonic and intermodulation distortion from several sources into one comprehensive report and second, to describe and develop an interactive CD-ROM as a new method of learning harmonic and intermodulation distortion. The CD-ROM allows students to interact and control the percentage amount of harmonic and intermodulation distortion in order to "calibrate" their ears. In addition, the practical testing environment changes on a random basis to continually challenge the users. These situations allow students to interact at their own speed and therefore customize their learning development.<br>School of Music
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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.<br>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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Dillon, Andrew, and Erping Zhu. "Designing web-based instruction: A human-computer interaction perspective." Englewood Cliffs, N.J.: Educational Technology Publications, 1997. http://hdl.handle.net/10150/105815.
Full textAbstract:
This item is not the definitive copy. Please use the following citation when
referencing this material: Dillon, A. and Zhu, E. (1997) Designing Web Based
Instruction: A Human-Computer Interaction (HCI) Perspective. In: Khan (ed.)
Web-Based Instruction. Englewood Cliffs. NJ: Educational Technology
Publications, 221-225.
Introduction: The general interest in the World Wide Web (WWW) as a medium for
sharing and distributing textual and graphic information has brought about an
increasing number of instruction-oriented web sites and web-based
instructional pages. These range from offering supplemental (or even
duplicate) instructional materials to students on campus to providing
opportunities for off-campus individuals to complete courses via WWW. This
chapter briefly discusses the design of web-based instruction from an HCI
perspective, raising issues which instructors and designers need to consider in
the design of web-based instruction, and suggesting ways in which instructors
and designers can build optimal web instructional sites and pages.
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Bednar, Eric David Proffit William R. "Application of distance learning to interactive seminar instruction in orthodontic residency programs." Chapel Hill, N.C. : University of North Carolina at Chapel Hill, 2007. http://dc.lib.unc.edu/u?/etd,941.
Full textAbstract:
Thesis (M.S.)--University of North Carolina at Chapel Hill, 2007.<br>Title from electronic title page (viewed Dec. 18, 2007). "... in partial fulfillment of the requirements for the degree of Master of Science in the Department of Orthodontics of the School of Dentistry." Discipline: Orthodontics; Department/School: Dentistry.
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Ladd, Michael J. "An interactive CD-ROM for the instruction of 'classic' sound synthesis methodologies." Virtual Press, 1999. http://liblink.bsu.edu/uhtbin/catkey/1210534.
Full textAbstract:
The purpose of this study was twofold: first, to collect information relating to `classic' sound synthesis methodologies which have formed the basis of current synthesis methods into one comprehensive report, and secondly, to describe and develop an interactive CD-ROM as a new tool for the instruction of these synthesis methods. The historic trend has been the acquisition of sound synthesis through direct interaction with a particular piece of software or hardware. The intentions of this interactive media are to allow students to form conceptual knowledge, and develop the ability to perceive timbral differences produced by these methods. This environment allows students to interact at their own speed and assist in customizing their learning development.