Dissertations / Theses on the topic 'Military aspects of Computer-assisted instruction'

The purpose of this study was to determine whether varying levels of computer anxiety have an effect on computer-based testing of United States Air Force technical training students. The first chapter presents an overview of computer-based testing, defines key terms, and identifies questions addressed in the research. The rationale for conducting this study was that little research had been done in this area. The second chapter contains a review of the pertinent literature related to computer-based testing, computer anxiety, test reliability, validity, and gender differences in computer use. Due to the lack understanding concerning any effects of computer anxiety on computer-based testing, this has been a worthwhile topic to explore, and it makes a significant contribution to the training field. The third chapter describes the qualitative research methodology used to conduct the study. The primary methodology was an analysis of variance comparison for groups of individuals who displayed high or low computer anxiety to their respective mean computer-based or paper-based aircraft maintenance knowledge testing scores. The research population consisted of United States Air Force aircraft maintenance craftsmen students attending training at Sheppard Air Force Base, Texas. The fourth chapter details the findings of the study. The findings indicate that there was no significant difference between the groups of students rated with high computer anxiety and low computer anxiety while testing with computers. Additionally, no significant differences were detected while testing alternative hypotheses covering differences between groups of students rated with high computer anxiety and low computer anxiety testing by traditional paper-and pencil methods. Finally, a reference section identifying the literature used in the preparation of this dissertation is also included.

Thesis (M.S. in Computer Science)--Naval Postgraduate School, September 2003.
Thesis advisor(s): Rudolph P. Darken, Joseph A. Sullivan. Includes bibliographical references (p. 131-134). Also available online.

The purpose of this study was to determine the effect on selected Upward Bound students' vocabulary retention rate and attitude toward computers when using color in a computer assisted instructional (CAI) program. Past research on the use of color in the educational process does not answer questions about possible effects it may have when used in CAI programs. Specific areas addressed by this study include: (1) differences in color computer assisted instructional software and achromatic versions of the lesson, (2) differences in the short-term vocabulary retention rate for color versus achromatic versions, (3) differences in the long-term vocabulary retention rate for color versus achromatic versions, (4) differences on the affective attitude scale for color versus achromatic versions, (5) differences in short-term memory based on gender and computer experience, (6) differences in long-term memory based on gender and computer experience and (7) differences on the affective attitude scale based on gender and computer experience. Subjects in the experiment were high school students participating in Upward Bound programs at Texas Christian University and the University of North Texas. A pretestposttest design was used and data were obtained from seventy-one students. A CAI program presented students with twenty words and definitions via a drill and practice mode. The words came from Schuster's list of rare and seldom used words considered easy to learn. Two computer systems were used in this study, achromatic and color. Students completed the Computer Attitude Scale at the beginning and end of the CAI lesson. A pretest, immediate posttest and two week delayed posttest were administered to both experimental groups. Analysis of the data revealed a significant difference in long-term memory based on gender and computer experience. Girls using the color version of the lesson scored significantly higher on the delayed posttest than girls using the achromatic version.

Thesis (Ed. D.)--Illinois State University, 2006.
Title from title page screen, viewed on April 22, 2007. Dissertation Committee: Cheri A. Toledo (chair), Adel T. Al-Bataineh, Charles D. Dziuban, Vicky L. Morgan, Wendy G. Troxel. Includes bibliographical references (leaves 233-244) and abstract. Also available in print.

The purposes of this study were threefold: (1) to examine the effects of time spent on CAI on student attitudes, (2) to examine the effects of time spent on CAI among ability groups, and (3) to determine whether initial attitudes would be maintained throughout a school year, and if not, determine variables associated with an attitude shift.

Thesis (MTech(Information Technology))--Cape Technikon, Cape Town, 1997
This research discusses some of the cultural issues that could influence the human computer encounter in a multicultural community. The results of research to determine differences in computer usage caused by cultural differences when using computer user interfaces in simulated and real-world environments are also discussed. Various cultural aspects could possibly influence the effectiveness of the user interface in a multicultural society. Language is an important factor and studies have shown that simple translation will increase productivity (Bodley, 1993:23). However all languages do not contain the necessary technical vocabulary. Mothers from a lower social class typically use a limited language code when communicating with their children (Mussen et aI.,1984:206). As this causes the children to think in more concrete and less conceptual terms, it may influence the human computer interaction, particularly where a high degree of abstraction, such as in graphical interfaces, is used. Symbolism is problematic as symbols like light bulbs, recycle bins and VCR controls do not feature in the life of users living in slum and backward rural conditions. Lack of exposure to technology might negatively influence user attitude (Downton, 1991:25) with a corresponding inhibition of learning and performance. All external locus of control is common among disadvantaged groups due to the high degree of rejection, hostile control and criticism they experience. As the sense of being out of control is largely associated with the indication to avoid stressful situations, users from these groups might prefer to avoid situations where they do not feel in control. The strong differentiation between the roles of the sexes in certain cultures can also influence the encounter with the computer (Downton, 1991:10) It has been shown that the different gender orientations towards problem solving in these cultures can have an important influence on computer usage. The intracultural factors of social class play a significant role in determining how a person acts and thinks (Baruth & Manning, 1991 :9-1 0). Such differences may sometimes be more pronounced than those resulting from cultural diversity and may influence the orientation of the user towards abstraction and generalization.

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Bachelors
Business Administration
Management Information Systems

Thesis (MTech) Information Technology))--Cape Peninsula University of Technology, 2018.
The rapid growth of digital technology has exceeded society’s expectations. The overload and pace of technological advances causes many individuals at the workplace or organisations of higher learning, such as universities of technology, to become exposed and prone to stress. Students in higher education environments often find themselves vulnerable to technological stress. The problem is that we do not know the extent of the perceived implications of techno-stress, and it is not clear what the perceived psychological and emotional implications of techno-stress may have on the academic performance of higher education students. The study investigated the perceptions and implications of techno-stress in an e-learning environment to explore and describe the implications of techno-stress; the physical, mental and behavioural outcomes also how it impacts on the academic performance of students at higher education institutions. The questions of the study were focused on finding what the implications of techno-stress are as perceived by students on their studies; what the types and elements of techno-stress that students experience at universities; what the potential causes of techno-stress are as perceived by students; and how students think techno-stress impacts on their academic performance. The qualitative methods approach was used. It was found that students were more stressed over technology when problems occur as they lack the ability to manage or control it, and it was evident that this influence had an undesirable consequence on students’ results. The research concluded that despite the importance technology plays in an e-learning environment by allowing students to conduct their research, download class material and learn online, students perceive technology as an important source of stress. Despite technology’s advantages mentioned above, technology can be unpredictable and when problems occur, students exhibit lack of skills to manage or control it. It was recommended that universities of technology such as CPUT should design a program that helps students to cope with techno-stress.

Thesis (MA)--University of Stellenbosch, 2002.
ENGLISH ABSTRACT: Map reading forms an integral part of every soldier's training. Although all troops are exposed to map reading during basic training, they thereafter do not frequently work with maps on a daily basis, but are still required to apply this knowledge during field exercises or combat situations. Various forms of training are available. Computer Based Training (CBT) is a technique that may contribute to the improved acquisition and retention of knowledge when the subject matter requires of students to visualise concepts, as CBT engages multiple senses. CBT incorporates principles from the Component Display Theory and Constructivism, which suggest that CBT might result in superior map reading competencies when used as an alternative to conventional, classroom based, map reading instruction. .The objective of this study was firstly to determine whether CBT, compared to conventional classroom instruction, enhances the acquisition of knowledge when teaching users how to read a two-dimensional (2D) map. In addition, the study had as its objective to determine whether CBT leads to improved retention of 2D map reading knowledge over a one month period when compared to conventional instruction. Finally the study aimed to determine the factors that influence learning when using CBT as the training medium. A basic randomised, between subjects research design, was used to test the hypotheses that eBT would result in the improved acquisition and retention of 2D map reading competencies. The control group consisted of 30 students and the experimental CBT group of 29 students. All subjects were personnel from the School of Armour of the South African National Defence Force. With regards to map training, the majority of the students had exposure to Geography up to grade 12 or further training. A new training programmewas designed. The programmewas developed in two equivalent formats, one appropriate for conventional classroom instruction (control group), and a eBT format for the experimental group. Each student received two manuals. One was a self-study manual that had to be completed before commencing with the course, and the other was received on the first day of the course. Both the trainers also received a manual that contained all the correct answers to the map reading problems forming part of the programme. The eBT programme was designed on paper with the help of a template for the storyboard. A lesson was designed for each day of the course, but students could review any lesson previously studied. Before the students started with lesson 1, they had to complete a test on the computer to determine the extent to which they have acquired the information in the self-study manual. After passing the test the students could select lesson 1. A mind-map was designed for each lesson to help students orientate themselves. For both groups the information studied was placed in the context of "Operation Night Owl", an interactive practical mission. The eBT group had the computer as a guide, providing textured maps and possible answers. Three tests were used to evaluate the students and to gather data regarding their performance. The students were not informed about these tests as the researcher wanted to measure natural acquisition and retention, and not the amount of time that they had studied. Analysis of variance (ANOVA) indicated that the two groups did not differ statistically significantly (p>,05) in their initial degree of map reading knowledge. The average test percentage increased from the pre-test to the first post-test (knowledge acquisition), indicating that the class group increased by 15,2 % and the eBT group by 19 %. Hypothesis 1 states that eBT in comparison to traditional instruction enhances the acquisition of map reading knowledge when teaching users how to read a 2D map. The difference between the class and eBT means for post-test 1 (knowledge acquisition) was, however, statistically insignificant (p>,05). A comparison of the means of the post-test 2 (retention) results of the class and eBT groups clearly indicates that the performance levels retained one month after training, also do not differ statistically significantly (p>,05). The study therefore also fails to corroborate the hypothesis that eBT would result in the greater retention of map reading knowledge when compared to conventional classroom instruction. Based on the results found when eBT results were compared with the traditional classroom technique, it may be advisable to combine classroom teaching with eBT. During the completion of the mission segment of the course, students tended to form natural groups to complete the questions. As working together may result in better understanding of new information (peers learn from each other), it is therefore recommended that the eBT map-reading course be combined with more discussion groups. In conclusion, the results do not suggest that eBT is a superior training technique for the teaching of map reading competencies. Numerous literature sources however do indicate that eBT can contribute significantly to the learning experience, making it still plausible that eBT could indeed, upon further refinement of the programme, contribute to teaching of map reading competencies.
AFRIKAANSE OPSOMMING: Kaartlees vorm 'n integrale deel van elke soldaat se opleiding. Alhoewel elke soldaat blootgestel word aan kaartlees tydens basiese opleiding, word daar nie op 'n daaglikse basis daarmee gewerk nie. Dit blyegter nodig om kaartlees tydens veld-oefeninge en aanvalsituasies toe te pas. Verskillende vorme van opleiding is beskikbaar t.o.v. die aanleer van kaartleestegnieke. Rekenaargebaseerde Dnderrig (RGD) is 'n tegniek wat veelvoudige gewaarwordinge insluit, en dus 'n bydrae tot beter leer en retensie van kennis kan lewer, wanneer dit van die student verwag word om konsepte te visualiseer. RGD sluit eienskappe van Komponent-tentoonstellingsteorie en Konstruktiwiteitsteorie in wat tot verbeterde kaartlees bevoegdheid mag lei indien dit as 'n alternatief tot die konvensionele klaskamer-gebaseerde kaartlees gebruik word. Die doel van die studie was eerstens om vas te stelof RGD, in vergelyking met die konvensionele klaskamermetode, 'n groter bydra lewer in die leer en retensie van kennis wanneer studente geleer word om 'n 2-dimensionele (2D)-kaart te lees. Tweedens stel die studie dit ten doelom vas te stelof RGD, in vergelyking met die konvensionele metode, tot verbeterde retensie van 2D-kaartlees kennis oor 'n een-maand tydperk lei. Laastens beoog hierdie studie om vas te stel watter faktore leer beïnvloed wanneer RGD as 'n opleidingsmedium gebruik word. 'n Basiese, ewekansige, tussen-groep navorsingsontwerp is gebruik om die hipotese dat RGD sal lei tot die verbeterde leer en retensie van 2D-kaartleesbevoegdhede, te toets. Die kontrolegroep het bestaan uit 30 studente en die eksperimentele RGD-groep uit 29 studente. Die steekproef was troepe van die Pantserskool van die Suid Afrikaanse Weermag. Die meerderheid van die steekproef het blootstelling aan Aardrykskunde tot graad 12 of verder gehad. 'n Nuwe opleidingsprogram is ontwerp. Die handleidings is ontwerp in 'n formaat geskik vir konvensionele klaskamer instruksie (kontrole groep) so wel as 'n formaat geskik vir RGO (eksperimentele groep). Elke student het twee handleidings ontvang. Die een was 'n self-studiehandleiding wat voor die aanvang van die kursus voltooi moes word, en die ander een is op die eerste dag van die kursus ontvang. Albei die instrukteurs het ook 'n handleiding ontvang wat die korrekte antwoorde rakende die kaartleesprobleme bespreek in die program bevat het. Die RGO program is op papier ontwerp met die hulp van 'n skermplaat. 'n Les is uitgewerk vir elke dag van die kursus, maar studente kon enige van die vorige behandelde lesse hersien. Voordat die studente met les 1 kon begin moes elkeen eers 'n toets op die rekenaar voltooi om te bepaal hoeveel inligting in die self-studie handleiding bemeester is. Sodra die toets geslaag is kon die student les 1 selekteer 'n Skematiese voorstelling is vir elke les ontwerp om die studente te help om hulleself te oriënteer. Die inligting wat deur beide groepe bestudeer is, is in die konteks van "Operasie Naguil", 'n interaktiewe praktiese opdrag, geplaas. Die RGO groep het 'n rekenaar as 'n riglyn gehad wat getekstureerde kaarte en moontlike antwoorde verskaf het. Drie toetse is gebruik om die studente mee te evalueer en data aangaande hulle vordering te verky. Die studente is nie ingelig oor die toetse nie aangesien die navorser hulle natuurlike leer en retensie van kennis wou toets en nie kennis verkry a.g.v. tyd spandeer aan studie nie. Die variansie-ontleding (ANOVA) het aangedui dat die twee groepe se kaartleeskennis aanvanklik nie statisties beduidend (p>,05) verskil het nie. Die gemiddelde toetspersentasie vanaf die vooraf-toets tot die eerste na-toets (leer) het getoon dat die klasgroep met 15,2% en die RGO groep met 19 % verbeter het. Die eerste hipotese het getoets of RGD tot In vebetering in leer en retensie sal lei teenoor traditionele klasrnetodes. Die verskil tussen die klas en RGD gemiddeld vir na-toets 1 (leer) was statisties onbeduidend (p>,05). 'n Vergelyking van die gemiddelds van die tweede na-toets (retensie) het ook nie 'n statisties beduidende verskil getoon nie (p>,05). Die studie slaag dus nie daarin om te bewys dat RGO tot beter retensie van kaartleeskennis in teenstelling met konvensionele klasonderrig lei nie. Die resultate suggereer dat dit raadsaam mag wees om klasonderrig te kombineer met RGO. Tydens die voltooiing van die missies het die studente 'n neiging getoon om vanself groepe te vorm om die vrae te voltooi. As nuwe inligting beter verstaan word deur in groepe saam te werk (groeplede leer by mekaar), kan dit dus aanbeveel word dat die RGD kaartleeskursus gekombineer word met meer besprekingsgroepe. Ten slotte word daar nie bevind dat RGO In beter opleidingstegniek vir die onderrig van kaartleestegniek is nie. Verskeie bronne dui wel daarop dat RGO 'n betekenisvolle bydrae tot die leerondervinding kan lewer. Dus, met verdere verbetering van die program, sou RGD wel moontlik kon bydra tot die onderrig van kaartlees-bevoegdhede.

In "Technology and Literacy: A Story about the Perils of Not Paying Attention," Cynthia Selfe charges the field of composition not to simply consider technology a tool, but to "pay attention" to the rhetorical and social implications of those tools. In one sense, paying critical attention to technological literacies echoes the decade-old call for Computers and Writing practitioners to use research as a means of assessing online activities, suggesting that teachers not remain satisfied with the unreflective excitement that has been the operative epistemology of the field from its beginning. In another sense, Selfe's recent call enlists teachers and students in reflective and evaluative class discussion and writing on the technological literacy tools they are learning to use.This dissertation responds to both of these implications as it studies a semester of first-year college composition students within a synchronous online classroom environment. The question that guides my study is, in its most basic form, what happens during synchronous online writing conferences? And to speak to that question, I design an ethnographic context-sensitive text analysis employing grounded theory for data coding, a methodological model adaptable for future research in synchronous online classroom activity. I focus on three issues that have continually arisen in the scholarship surrounding synchronous conferencing: aspects of online language, the implications of the environment within object-oriented MUDs (MOOs), and the use of social constructionism as a theoretical foundation for synchronous conferencing.With the findings from my study, I conclude the dissertation by offering pedagogical suggestions to teachers and students for critically assessing synchronous online discourse. My articulation of assessment mandates that students and teachers engage in it together, collaboratively reflecting on what happens online and learning about synchronous online discourse-a significant ingredient in contemporary literacy.
Department of English

This study applied components of Csikszentmhalyi’s flow theory to the Web-based Training (WBT) environment. Specifically considered were how the equivalence of a learner’s perceived challenges and skills for an activity can effectively predict the emergence of flow in the WBT environment. Also considered was the ability of flow dimensions — defined in flow theory — to predict and model the occurrence of flow during WBT activities. Over a period of about one hour, students (n=43) from a southwestern US university engaged in WBT learning activities pertaining to on-line coursework or self-study. A special Web-based software installed on the students’ computers sporadically reminded them to complete a series of on-line questionnaires which collected data on their flow experience, learning activities, and flow dimensions. The data collection method employed by this study is effectively an electronic, Web-enabled version of, and functionally equivalent to, the Experience Sampling Method (ESM) used in other flow studies. This study employed questionnaires used in prior flow studies to collect data regarding respondents’ flow experiences and flow dimensions, and developed an on-line instrument to collect data on students’ learning experiences based on instructional events found in computer-based lessons from Gagné. Significant findings (p<.05) from this study suggest that, in the WBT environment studied, as the relative level of challenge and skill of a learning activity increases, so does the level of flow experienced by the individual. This study also found that flow dimensions are good predictors of flow experience. The results of this study should have important implications for WBT users and instructional designers. Since flow is a positive experience that most individuals wish to repeat, understanding how to facilitate the occurrence of flow, from both the WBT user’s and instructional designer’s perspective, is likely to be beneficial to the rapidly emerging field of WBT.

Reasoning Mind (RM) incorporates aspects of Russian mathematics pedagogy and curricula into its online math program. Our investigation identifies typical attributes of Russian pedagogy discussed in news articles and publications by Russian education experts, then determines how these attributes arise in RM. Analysis of RM's implementation of the characteristics reveals more successful inclusion of curricular attributes than classroom strategies. Thus, we outline classroom techniques that could be assimilated into RM to provide a more Russian learning experience along with students' exposure to Russian-style curricula.

This project examined the need for continuing education for teachers, particularly in the area of technology integration. It includes an exploration of the interdependence of technology and pedagogy. It developed an on-line extended community of practice to support professional educators attempting to implement Inspiration®, a commercial software application. The project presents a research-based justification for employing cognitive mapping strategies in a wide variety of pedagogical contexts, provides a dynamic list of examples demonstrating concrete applications which are connected to content and technology standards, and examines current design features for websites.

This dissertation presents a framework which supports a group-based exploratory approach to learning and integrates 3D gaming methods and technologies with an institutional learning environment. This provides learners with anytime-anywhere access to interactive learning materials, thereby supporting a self paced and personalised approach to learning. A simulation environment based on real world data has been developed, with a computer games methodology adopted as the means by which users are able to progress through the system. Within a virtual setting users, or groups of users, are faced with a series of dynamic challenges with which they engage until such time as they have shown a certain level of competence. Once a series of domain specific objectives have been met, users are able to progress forward to the next level of the simulation. Through the use of Internet and 3D visualisation technologies, an excavation simulator has been developed which provides the opportunity for students to engage in a virtual excavation project, applying their knowledge and reflecting on the outcomes of their decisions. The excavation simulator enhances the student learning experience by providing opportunities for students to engage with the archaeological excavation process in a customisable, virtual environment. Not only does this provide students with an opportunity to put some of the theories they are familiar with into practice, but it also allows for archaeology courses to place a greater emphasis on the practical application of knowledge that occurs during the excavation process. Laconia Acropolis Virtual Archaeology (LAVA) is a co-operative exploratory learning environment that addresses the need for students to engage with archaeological excavation scenarios. By leveraging the immersive nature of gaming technologies and 3D multi-user virtual environments (MUVEs), LAVA facilitates the adoption of exploratory learning practices in environments which have previously been inaccessible due to barriers of space, time or cost.

This study examined the effects of frame-by-frame video-computerized feedback on competitive state anxiety, self-efficacy, effort, and baseball performance of high school players. Players were randomly assigned to one of three feedback conditions: (a) Hitting score, (b) Hitting score and frame-by-frame analysis of a mechanically correct swing, (c) Hitting score and frame-by-frame analysis of participant's swing and a mechanically correct swing. Once per week for six weeks, the players completed three questionnaires: (a) Hitting Self-Efficacy Scale, (b) Competitive State Anxiety Inventory-2C, and (c) Performance Effort Scale, and performed a hitting task. Results of the 3 (Group) x 6 (Trials) ANOVAs revealed no significant effects. This study does not support previous confidence-baseball hitting research.

CAPES
Diante dos graves problemas causados pelos Resíduos Sólidos Urbanos ao meio socioambiental, a Educação Ambiental é uma das estratégias para o enfrentamento dessa problemática bem como de outros aspectos da crise ambiental. Na educação formal o papel dos professores é de extrema importância para que a Educação Ambiental seja trabalhada de maneira contínua, crítica e interdisciplinar. Este trabalho relata e discute a realização de um curso de extensão em EA, para 86 professores do ensino básico da rede pública do estado do Paraná, utilizando como temática ambiental os Resíduos Sólidos Urbanos. O curso foi desenvolvido na modalidade semipresencial utilizando Ambiente Virtual de Aprendizagem (AVA) plataforma Moodle 2.5 da Universidade Tecnológica Federal do Paraná. A abordagem metodológica utilizada nesta pesquisa foi à pesquisa-ação colaborativa. Nos encontros presenciais foram trabalhadas questões teóricas e propostas de prática pedagógica. No ambiente virtual, houve debates e oficinas para propostas de ação onde foram coletados os dados para esta pesquisa por meio de questionários semiestruturados, dados coletados no AVA (fóruns, tarefas e atividades colaborativas). Os projetos realizados pelos professores foram relatados e discutidos no terceiro encontro presencial. Para análise dos dados foram empregadas abordagens quali-quantitativas. Com a realização desta pesquisa foi possível constatar que a maioria dos professores não dispunha de conhecimento suficiente sobre RSU, e que raramente empregam temas de EA na sua prática pedagógica. Conclui-se que cursos de formação continuada podem ser uma das alternativas para reduzir as lacunas existentes na formação de professores e servir como potencializadores para o desenvolvimento da EA nas escolas.
When facing the severe problems caused by Urban Solid Waste (USW), Environmental Education (EE) is one of the strategies for tackling this issue as well as other aspects of the environmental crisis. In formal education, the role of the teachers is extremely important so that EE worked in a continuous, critical and interdisciplinary way. The present paper reports and discusses the presentation of an extension course in EE to 86 teachers of public basic schools of the state of Paraná, using as environmental theme the USW. The course developed in the semi-distance modality using Virtual Learning Environment (VLE) Moodle 2.5 platform Federal Technological University of Paraná.The methodological approach used in this research was the collaborative research-action. In person meetings theoretical issues and proposals for pedagogical practice worked. In the virtual environment, there was discussion and workshops for action proposals where the data for this research through semi- structured questionnaires, data collected in the AVA (forums, tasks, and collaborative activities) collected. Data analyzed through a quali-quantitative approach. This research showed most teachers did not have enough knowledge about USW and rarely employ EE themes within their educational practices. The several activities conducted throughout the course led to important reflections on environmental issues, mainly the ones related to USW generation and management. We consider continuous formation courses to be one of the alternatives to reduce the gaps present in the formation of teachers and to serve as potentializers for the development of EE in schools.

Thesis (PhD)--Macquarie University, Faculty of Science, Dept. of Computing, 2009.
Bibliography: p. [265]-280.
Introduction -- Literature review -- Method -- Experiments -- Conclusion.
Video games are becoming increasingly popular and their level of sophistication comes close to that of professional movie productions. Educational institutions and corporations are beginning to use video games for teaching purposes, however, not much is known about the use and effectiveness of video games for such purposes. One even less explored factor in video games is the music that is played throughout the course of the games. Little is known about the role that this music plays in cognitive processes and what effect background music has on players' memory. It is this question that the present thesis explores by asking which effect background music has on participants' memory for facts that are learned from a virtual environment. -- To answer the research question, a computer-animated history lesson, called VirSchool, was created which used the history of the Macquarie Lighthouse in Sydney as a basis for two experiments. Different musical stimuli accompanied the audio-visual presentation of the history topic. These stimuli were tested for their effectiveness to support participants' memory. The VirSchool history lesson was first presented in a Reality Center (a highly immersive, semi-cylindrical 3 projector display system) and one soundtrack was identified which showed a statistically significant improvement in the number of facts that participants remembered correctly from the VirSchool history lesson. Furthermore, Experiment 1 investigated how variations of tempo and pitch of the musical stimuli affected memory performance. It was found that slow tempo and low pitch were beneficial for remembrance of facts from the VirSchool history lesson. -- The beneficial soundtrack that was identified in Experiment 1 was reduced in tempo and lowered in pitch and was subsequently used as the sole musical stimulus in Experiment 2. Furthermore, because of equipment failure, Experiment 2 offered the opportunity to compare memory performance of participants in the Reality Center and a 3-monitor display system, which was used as a replacement for the defect Reality Center. Results showed that, against expectation, the memory for facts from the VirSchool history lesson was significantly better in the less immersive 3-monitor display system. Moreover, manipulated background music played in the second five and a half minutes of the VirSchool history lesson in the Reality Center resulted in a statistically significant improvement of participants' remembrance of facts from the second five and a half minutes of the VirSchool history lesson. The opposite effect was observed in the 3-monitor display system where participants remembered less information from the second five and a half minutes of the VirSchool history lesson if music was played in the second five and a half minutes of the VirSchool history lesson. -- The results from the present study reveal that in some circumstances music has a significant influence on memory in a virtual environment and in others it does not. These findings contribute towards and encourage further investigation of our understanding of the role that music plays in virtual learning environments so that they may be utilised to advance learning of future generations of students.
Mode of access: World Wide Web.
280 p. ill. (some col.)

The increasing popularity and rapid development of the Internet and specifically the World-Wide Web in recent years has led to an exponential growth of users around the world in many different application areas. Following this growing trend, many eager educators have also embraced this new technology and have begun to use it as a tool in delivering education. A plethora of applications has already been developed in an attempt to implement educational content in this way. A general concern for many researchers is that most of these applications are not efficient in delivering educational outcomes and fail to achieve their educational goal. In the present project we propose that the present failure to deliver educational outcomes in an efficient way has its origins in the lack of concern and focus of developers on modern learning theory. Therefore, in this work we establish the foundations in terms of an interdisciplinary contribution from areas such as, educational learning theory, human-computer interaction and web design guidelines for the design and implementation of web pages aimed at facilitating the teaching and tutoring of basic statistics concepts. As a result of this work, a specific set of learning theories were researched and analyzed, the basic ideas of Human-Computer Interaction (HCI) were explored and a set of appropriate principles from HCI were chosen. Furthermore, a selected group of Web design guidelines were researched, studied and selected to ensure that the final product contributes to the efficient delivery of subject content and effective achievement of learning outcomes. In addition, a number of parallels were formulated and discussed between the different areas of research. The establishment of a series of combined principles will not only contribute to the aims of the present project but also to further projects initiated by the Department of Econometrics at The University Sydney.

碩士
國防管理學院
資源管理研究所
84
A modified spiral model is proposed in this dissertation for use in the development of the software for a multimedia-computer-assisted-instruction (MCAI) system. This model is demonstrated in the development of new second-echelon-maintenance training courseware for the M60A3 tank power-pack system and is shown to compare favorably with the earlier waterfall development model. 　　Uncertain and ambiguous requirements for an MCAI system can be solved using the modified spiral model. It also greatly simplifies the documentation for the development procedure in that, whereas the waterfall model requires different documentation forms in different steps, the modified spiral model has only one form. This form is especially appropriate for developing an MCAI system. 　　The second-echelon-maintenance training courseware for the M60A3 tank power pack is discussed in detail in this dissertation as it represents significant contribution to the military. It not only minimizes the possibilities for damage to equipment during training but also allows more people to be trained simultaneously than would be possible using only the tanks for trainng. It thus represents a considerable saving in money and time. 　　The effectiveness of the maintenance system demonstrates that the modified spiral model is well adapted for developing MCAI systems.

Indigenous languages worldwide are rapidly disappearing, forced out of use by the spread of dominant Western culture and its languages. On the Warm Springs reservation of Oregon, the Culture and Heritage department, the tribal agency in charge of language preservation, is offering instruction in all three languages of the reservation: Wasco, Sahaptin and Northern Paiute. Most of the class offerings target the children of the tribes. In an effort to stimulate their interest, Culture and Heritage has considered creating language learning computer games. During a ten-week internship with Culture and Heritage in the spring of 1999, I did preliminary research for a Wasco computer game. Using participant observation and informal interviews with children, elders and Warm Springs Elementary School teachers, I developed a possible structure and scenario for a game centered on traditional subsistence activities. I also identified obstacles to the realization of language computer games, such as lack of technological resources in Warm Springs, and elders' resistance to computers. Results and recommendations were issued in a public meeting in Warm Springs and presented in a report. This thesis is a case study exploring in greater depth issues that arose during my internship, like the politics of anthropological fieldwork on reservations, and issues related to the Wasco computer game project, such as the pragmatics of language preservation and the role of computers in reversing language shift. On the latter, it was found that the introduction of computers tends to disrupt traditional hierarchies and patterns for the transmission of knowledge. In view of the cultural, financial and logistic costs, the benefits of Computer Assisted Language Learning for the preservation of severely endangered languages are uncertain at best.
Graduation date: 2002

A qualitative investigation into language education students' use of computer-mediated communication, this study reveals how the diversity, support and resources constructed through students on-line dialogue served to scaffold students' language and content learning. The study focuses on student interaction on an asynchronous bulletin board used as an adjunct to a graduate seminar. The radicals of persistent conversation (Bregman & Haythornthwaite, 2001) interacted with elements of the seminar design to facilitate non-native speakers' entry into the dialogue, while simultaneously affording all students with opportunities for exercising agency in their own learning. Relationships between native and nonnative speakers of English were altered by nonnative speakers' ability to communicate their competence, and participants developed a strong identity as a community. Diversity and community evolved as valuable contributors to individual learning.

CD-ROM in pocket on back end paper.
Bibliography: leaves 240-270.
Systems requirements for accompanying CD-ROM: Macintosh or IBM compatible computer. Other requirements: Web Browser; Adobe Acrobat Reader; Microsoft Excel version 2.1 or higher.
ix, 270 leaves : ill. ; 30 cm. + 1 computer optical disc (4 3/4 in.)
Title page, contents and abstract only. The complete thesis in print form is available from the University Library.
Examines the possible conflict between the increasing use of information and communication technology and a higher education which contributes to social and ecological sustainability. Presents the argument that information and communication technology might be unable to support the dialogical modes of learning necessary for a sustainable higher education.
Thesis (Ph.D.)--University of Adelaide, Dept. of Geographical and Environmental Studies, 2000

The University of South Africa (Unisa) as comprehensive open distance learning institution (ODL institution) in South Africa is fulfilling a critical social mandate to serve people who would otherwise not have access to education, either for financial reasons, being employed, living in remote areas, or because they cannot access residential universities owing to disability (Unisa, 2008[a]: 15). In facilitating the entrée of the previously identified groups into tertiary education, Unisa has an open admission policy where students mostly have unlimited access to the system. The policy aims to cross the time, geographical, economic, social, educational, and communication distance between students, academics, courseware, and their peers and to accommodate these prospective students from diverse backgrounds (Unisa, 2008: 2). Unisa’s self-evaluation portfolio for the Commonwealth Audit during 2008 mentioned that this policy leads to the revolving door syndrome where students have unlimited access to the system but then often without success (Unisa, 2008[a]: 27). Open access poses a challenge for the training of student social workers within an ODL context. The Department of Social Work at Unisa, currently trains 70% of all social workers in South Africa (Department of Social Work - Unisa, 2008: 5). Coupled with the former, is the fact that Unisa is regarded in the tertiary landscape of South Africa as the most affordable university with the result that it attracts large number of students who have come straight from school (Kilfoil cited in Schenck, 2009: 299). In coping with the large student numbers the Department of Social Work at Unisa is challenged, apart from addressing the theoretical social work programme, to also meet the practical work requirements as set out by the Standard Generating Body of Social Work, in that it needs to provide practical placements for students to conduct their social work practical work training in completion of their Bachelor’s degree in Social Work (BSW) (Lawlor, 2008: 19). The current state of affairs is that the numbers of students requiring practical placements for social work practical work training outnumber the number of practical placements available. In responding to and addressing these challenges, the Bright Site of Sunnyside Service-learning Centre (hereafter called “Bright Site” or the Bright Site”) was established in October 2008 as a strategic project by Unisa’s Department of Social Work. The Bright Site was developed in accordance with the service-learning model proposed by the Council for Higher Education (CHE) with the emphasis on service through learning, and learning through service (Department of Social Work Unisa, 2008:6).
Social Work
M.A. (Social Science)

The University of South Africa (Unisa) as comprehensive open distance learning institution (ODL institution) in South Africa is fulfilling a critical social mandate to serve people who would otherwise not have access to education, either for financial reasons, being employed, living in remote areas, or because they cannot access residential universities owing to disability (Unisa, 2008[a]: 15). In facilitating the entrée of the previously identified groups into tertiary education, Unisa has an open admission policy where students mostly have unlimited access to the system. The policy aims to cross the time, geographical, economic, social, educational, and communication distance between students, academics, courseware, and their peers and to accommodate these prospective students from diverse backgrounds (Unisa, 2008: 2). Unisa’s self-evaluation portfolio for the Commonwealth Audit during 2008 mentioned that this policy leads to the revolving door syndrome where students have unlimited access to the system but then often without success (Unisa, 2008[a]: 27). Open access poses a challenge for the training of student social workers within an ODL context. The Department of Social Work at Unisa, currently trains 70% of all social workers in South Africa (Department of Social Work - Unisa, 2008: 5). Coupled with the former, is the fact that Unisa is regarded in the tertiary landscape of South Africa as the most affordable university with the result that it attracts large number of students who have come straight from school (Kilfoil cited in Schenck, 2009: 299). In coping with the large student numbers the Department of Social Work at Unisa is challenged, apart from addressing the theoretical social work programme, to also meet the practical work requirements as set out by the Standard Generating Body of Social Work, in that it needs to provide practical placements for students to conduct their social work practical work training in completion of their Bachelor’s degree in Social Work (BSW) (Lawlor, 2008: 19). The current state of affairs is that the numbers of students requiring practical placements for social work practical work training outnumber the number of practical placements available. In responding to and addressing these challenges, the Bright Site of Sunnyside Service-learning Centre (hereafter called “Bright Site” or the Bright Site”) was established in October 2008 as a strategic project by Unisa’s Department of Social Work. The Bright Site was developed in accordance with the service-learning model proposed by the Council for Higher Education (CHE) with the emphasis on service through learning, and learning through service (Department of Social Work Unisa, 2008:6).
Social Work
M.A. (Social Science)

Indiana University-Purdue University Indianapolis (IUPUI)
In the fields of formal and informal online adult education, the absence of a social context for instruction has been found to present significant limitations for learner persistence and retention. In the field of online psychoeducational intervention, self-administered and self-paced individualized prevention programs have been developed for delivery to large populations of anonymous users. These delivery models provide limited social context for instructional activities, due in part to the anonymity of their participants. When social interaction is included in their prevention programs through voluntary, asynchronous self-help/mutual aid discussion forums, anonymity may still limit social interaction, in favor of observational learning advantages for self-efficacy appraisals derived from "lurking". When these large-group models have been applied to online psychoeducation intervention programs for the purposes of encouraging mutual aid, interactive participation has been limited. This mixed methods study focused on a model for the design of an online small group psychoeducational intervention that integrated individual and social learning in a parent management training program. Self-paced participation was replaced with facilitator-led participation in an asynchronous discussion forum where topics were prioritized and sequenced with learning content from individual web-based training modules. Social interaction was facilitated through online problem-based learning discussion group. Despite assertions that interactive participation in online psychoeducational discussion forums may only be accomplished once a subscriber threshold of several hundred participants has been reached, this study found that small group participation through the program's integrated design resulted large effects for increases in parent self-agency and reduction of over-reactive, coercive parenting behaviors. Participation in the online problem-based group discussion forum was found to have contributed to participant outcomes when posting characteristics revealed the presence of both mutual aid processes and the application of individual learning module content.

Although reasons for avoiding help, goal orientation, and social efficacy have been examined in the context of social adaptive help seeking, researchers have not pursued how these constructs influence computer adaptive help seeking. The three studies in this dissertation addressed both social and computer adaptive help seeking. The purpose of this dissertation was to determine if reasons for avoiding help seeking, personal goal orientation, or social efficacy predict social and computer adaptive help seeking for students enrolled in computer-based, developmental mathematics courses in community college settings. The purpose of the first study was to determine if students differentiate among three help-seeking sources: (a) formal, (b) informal, and (c) computer. Study 1 revealed that this population considered two different sources of help: social and computer help. These results were used to formulate the following questions for Study 2 and Study 3: 1. Do reasons for avoidance of help predict social or computer adaptive help seeking? 2. Does personal goal orientation predict social or computer adaptive help seeking? 3. Does social efficacy predict social or computer adaptive help seeking? Study 2 revealed that ability concerns negatively predict social adaptive help seeking and that mastery goal orientations positively predict both social and computer adaptive help seeking. Study 3 revealed that ability concerns negatively predict social adaptive help seeking and that mastery goal orientations and social efficacy for peers positively predict social adaptive help seeking. Additionally, ability concerns negatively predict computer adaptive help seeking, and mastery goal orientations positively predict computer adaptive help seeking. The finding that students who adopt a mastery-goal orientation use both social and computer means to adaptive help seek was not surprising. The finding that students who have ability concerns do not tend to social adaptive help seek is also consistent with previous research. However, the most important conclusion from Study 3 is that students who have ability concerns do not computer adaptive help seek, regardless of the anonymity provided by the computer. More research is needed in this field to examine why students with ability concerns tend to avoid help seeking altogether.
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