Browsing by Subject "Instructional Technology"
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Item The Impact of an Instructional Manual's Spatial Location on User Experience and Task Completion in Industry Augmented Reality (IAR)(2023-05) Leonard, Blessing C.; Walsh, Greg; Vincenti, Giovanni; University of Baltimore. Yale Gordon College of Arts and Sciences; University of Baltimore. Master of Science in Interaction Design and Information ArchitectureResearch has shown that Augmented Reality (AR) instruction manuals are more effective than their paper counterparts in reducing errors when performing manual tasks such as assembling objects. To further improve user experience with such tasks, this study compared two positionings of instructional materials in an AR environment. The goal was to identify the solution that offers a more pleasant user experience for fully immersed individuals, as they interact with the virtual manuals while their hands remain freed up to complete an assembly task. As the popularity of Industrial AR rises, this study seeks to equip future designers of AR and Industry 4.0 interfaces and content with best practices.Item The Impact of Instructional Technology on 4th Grade Student Achievement(2020-05-07) Moore, Lindsay; Hecht, Allison; Coit, Tammi; Masters of EducationThis study examined the impact of instructional technology on 4th grade students’ achievement. The study was conducted at a public elementary school with a predominantly upper-middle class student population. Two pre-existing social studies classes of 25 students each were randomly assigned to the control or experimental condition. Groups did not differ significantly on the previous unit chapter test, which was used as pretest information. Students received four and a half weeks of instruction on events leading to the American Revolutionary War. The control group received traditional instruction, gleaning most of their information from textbooks and paper articles. The experimental group received instruction integrated with technology and accessed most of their information through videos and online articles housed on an online platform. Participants completed a researcher-designed post-test. Questions on the post-test were created using Bloom’s Taxonomy and consisted of multiple choice, matching, fill in the blank, and a short response question. Results of the post-test indicated that there was no statistically significant difference in the mean percentage correct between the control (Mean = 87.32, SD = 13.66) and experimental (Mean = 84.44, SD = 13.20) groups [t (48) = .76, p = .45]. Consequently, this researcher can conclude that instructional technology does not differ significantly from traditional methods in promoting academic achievement among fourth grade students predominantly from the upper-middle class, however, observational data suggests that students were more engaged when using laptops to enhance their learning experience. Implications and ideas for future research, including the role of socioeconomic status, are discussed.Item The Impact of Instructional Technology on the Reading Achievement of High School Students(2019-05-14) Sansalone, Alyssa; Masters of EducationThe purpose of this study was to determine if instructional technology has an impact on ninth grade students’ reading achievement. There were two groups of students, both of which included students with IEP’s and 504 plans, that participated in the study. This study used a pretest to determine that the groups did not differ in reading achievement prior to experiment. The groups read and annotated a short story either through technology (n = 20) or by pencil and paper (n = 16). Reading achievement was evaluated through a post assessment that involved multiple choice questions and a literary analysis essay about the story. The mean reading comprehension scores did not differ significantly between students that used a technology format (Mean = 78.00, SD = 13.12) and those that used a paper format (Mean = 73.50, SD = 12.93) [t (31) = .99, p = .33]. Consequently, the results of this study determined that there was no significant difference in achievement when students used instructional technology. Observational data, however, suggested students were more engaged when using technology. Research in this area should continue as students are becoming more familiar with technology through their daily life.Item Using Analytics to Encourage Student Responsibility for Learning and Identify Course Designs That Help(2016-01-01) Fritz, John L.; Berge, Zane; Language, Literacy & Culture; Language Literacy and CultureThe purpose of this study is to demonstrate how instructional technology impacts teaching and learning. Specifically, in this study I show how learning analytics could be implemented to encourage student responsibility for learning and identify effective faculty course designs that help. Typically, learning analytics focuses on data mining student use of an online learning management system (LMS), the most widely used instructional technology in higher education. However, key challenges include a relative lack of empirical studies, the field'spredisposition toward prediction vs. intervention, and a lack of understanding about the role of faculty LMS course design on student usage. Accordingly, I explore how system-generated feedback to students about their LMS use compared to peers can serve as a metacognitive "nudge" toward improved responsibility for learning and academic performance. I also explore how this approach might shine light on effective faculty LMS course designs. I show how analytics provides both a theoretical and methodological foundation for implementing interventions based on the learning sciences, including self-efficacy, self-regulated learning and instructional technology. Finally, my findings contribute to the dialogue about scalable institutional approaches to improving student retention, persistence and success. Learning analytics is made possible through the technology of data mining, but I believe it also serves as a mirror to reflect (if not assess) the impact of instructional technology on teaching and learning.