LTEC 690, Spring 2017
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ItemBoosting Student Achievement through Collaboration in Digital Arts( 2017-05-05)Leeward Community College students entering Digital Art introductory courses have recently been underachieving academically, slowing matriculation through related programs of study. Existing research suggested mixing Cognitivist, Constructivist, Social and Experiential Learning theories with social learning strategies to increase academic and behavioral outcomes as well as student creativity. In response, the researcher-instructor initiated a technology-assisted action research intervention by kick-starting the semester with a collaborative project in her flipped-curriculum Art 112: Digital Art course. A Google Sites learning module guided collaboration and course-specific content and activities. The study involves 20 adult participants, all of whom reacted positively to the intervention, both academically and socially.
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ItemAugmented Dissection( 2017-04-20)Dissection has long been the primary method to gain greater insight into the structures and functions of the human body. It requires careful step-by-step analysis, retrieval of stored information, and spatial navigation to successfully explore our inner makings. Many facilities and campuses nationwide are not equipped for cadavers, and in particular, online laboratory settings are often devoid of hands-on dissection altogether. Anatomy 4D is an augmented reality (AR) mobile application that allows for human body exploration through enhanced dissection. Its application in laboratory settings may be a viable means of resolving hands-on dissection limitations. To investigate this idea, college anatomy students utilized the AR mobile application to dissect the heart organ in an action research study. Students performed activities individually, by creating personalized deliverables to share, and collaboratively, by contemplating connections through discussion. In better determining the impact of AR dissection in enhancing identification of human body structures among learners, pre and post assessments were conducted. Overall results indicated AR utilization for human organ exploration was positive with a marked increase of recognition after lesson activities and numerous indications of personal satisfaction from the use of mobile learning technology, constructivist design, and peer collaboration.
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ItemThe Kamaʻāina Discounts: Usability Study on the Website Homepage( 2017-04-18)Experiencing Hawaiʻi as a tourist is different from being a resident on a tropical island. A noticeable distinctness is the higher cost of living in accommodations, food, and merchandise. While Hawaiʻi is secluded from the continental U.S., daily life can become challenging without embracing the local culture. There is a wealth of online information for tourists visiting the islands, but only a minimal amount of materials scattered across multiple websites for new residents. The website, Mykamaaina.com, was created to help newcomers and people interested in moving to the island of Oʻahu with adjustment and cost-savings tips. The purpose of this usability project was to evaluate the navigation and content of the website homepage. Using the research model designed by Jakob’s Law of the Internet User Experience, users invest approximately 10 seconds looking over a new website and will click out and move onto the next if it is unusual or difficult. The homepage needs to communicate immediate value and enable the visitor to find good relevant material within seconds (Nielsen & Tahir, 2002). Built on a WordPress platform, the website contains Photoshop, Final Cut Pro, YouTube, and Pixabay elements. The data from the participants including their pre-and-post surveys were collected and analyzed. Revisions from the first two sets of usability studies were implemented. The overall results helped build a stronger homepage web presence to captivate first-time users to become repeat visitors for new content and information.
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ItemProgramming Manikins: A Video Training Module for the Gaumard UNI Software( 2017-04-18)Nursing training has in the past relied on students’ assessment of each other, and procedural practice was at the expense of actual on-the-job training with real patients. However, with today’s technologies, exposure to realistic manikins that can replicate physiology is making it possible for better and safer training. Nursing simulation centers are now the hub for such education, training, and practice. But having competent staff to operate the manikins can come at a high cost for technical training. This Instructional Design project aims to support staff turnover and training with an online video-based instructional module that can serve as both a refresher and reference resource. The Dick and Carey model for instructional design was used to develop the module following the cognitive domain with Gagne’s 9 Events of Instruction. Specifically, video modules for the Gaumard Manikin UNI Software were created using the screen capturing tool, Camtasia, and hosted on Google Sites (https://sites.google.com/a/hawaii.edu/uni). The training focused on how to navigate the software to operate the manikin using pre-existing programmed scenarios, on-the-fly without a programmed scenario, and how to program one’s own scenario for use. Fifteen participants completed the online self-paced module that involved a demographics pre-survey, pre-test, three parts with embedded test questions, post-test, and a post-attitudinal survey. Results showed improvements across the board from pre- to post-test, suggesting that the module is effective as a review and resource for both old and new staff regardless of their experience with the manikin technology.
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ItemA Usability Study on the Paeloko Website( 2017-04-20)Frequent content update on a given website is a key factor to keeping users informed about an organization's mission. Paeloko, a place-based native Hawaiian organization, provides a hands-on learning environment, through indigenous ancestral arts, culture, and language at the exclusive Waiheʻe land division on the island of Maui. The original website for Paeloko’s lacked content appeal to aid potential educators interested in the educational medium Paeloko offers. The purpose for this usability study is to improve the ease-of-use, user satisfaction and efficiency in aiding educators on the Paeloko website (https://sites.google.com/a/hawaii.edu/paeloko2017/about), built with Google Sites, an online collaborative website platform. Eight participants were included in two rounds of in-person and remote usability testing. Each session was both screened and audio recorded in order to obtain both qualitative and quantitative data through the thinking aloud process. Pre- and post-surveys collected quantitative and qualitative data, which included participant background information, demographics, and website use. The suggestions and concerns by participants and executive director were improved upon completion of each round. Improvements included revising the homepage and logo, organizing the layout, changing a resource link name, reducing white space, and creating sub-pages for specific audiences.
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ItemUsing Learning Styles to Differentiate: A Usability Study of a Teacher Resource Website( 2017-04-18)This study was created to determine the usability of a website designed as a teacher resource on learning styles and differentiation for K-12 educators. It was determined that a resource was needed that would allow educators to first identify students’ preferred learning styles and then be able to match appropriate learning activities and strategies to each learning style. Educators are encouraged to differentiate their instruction but are not necessarily given the proper time or tools to do so. A website was created using Wix website builder to include information on specific learning styles, an assessment to determine students’ preferred learning styles and strategies and activities relevant to each learning style to differentiate instruction. K-12 educators as well as home educators agreed to participate in the usability study where they performed a series of specific tasks aimed at refining the usability of the site. The usability test was conducted to be sure that the best, most efficient and useful resource has been provided. After conducting the test sessions and interviews it was concluded to refine the website features to provide the most effective tools for educators.
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ItemEvaluating the Usability and Ease of Use of a Mobile Game to Enrich Understanding of Hawaiian History and Culture for 4th Grade Students( 2017-04-20)According to the Social Studies Standard 4.1.1, elementary teachers in Grade 4 are responsible for teaching about Hawaii’s history and about understanding that history, by examining change, continuity and causality. Through this project, “Kualii’s Journey: A Search for Hauwahine,” a place-based, mobile game was developed to provide an enriching and culturally sensitive experience for students to learn of these concepts as they “journey” around the Kawai Nui Marsh, visiting three significant sites, in Kailua, Oahu. Using the neighboring community as a resource and a story that incorporates key characters in the history of the Kawai Nui Marsh, Na Pohaku o Hauwahine and Ulupo Heiau, the goal of the project was to provide an engaging tool for students. This tool would aid in teaching about changes in history, what may have caused those changes and how they can have an impact on the continuity of Hawaiian culture in their community and beyond. Therefore, the purpose of this project was to evaluate the ease of use of a place-based, mobile game of Kawai Nui Marsh. This web-based game was developed using ARIS, an open source tool for creating mobile learning games. The study identified the game’s ease of use and motivational factors. The study also contributed to improvement of the game as results from students and adults were analyzed. Feedback indicated that clear instructions, an obvious purpose, and added audio for walking and listening ease, was preferred by users. Revisions were made. The usability tests included a pre-survey, a usability protocol and a post-survey.
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ItemUsability Study on a Website Integrating Self Organized Learning Environments (SOLE) and Google Apps for Education (GAFE)( 2017-04-18)This usability project was created to test a website designed for teachers to implement the pedagogical approach, Self-Organized Learning Environments (SOLE), developed by Sugata Mitra, and the technology suite, Google Apps for Education (GAFE). Mitra’s School in the Cloud website, which facilitates SOLE sessions, lacks the ability to share and save student presentations easily. Adding this functionality was the primary reason for developing the website for this project. Google Sites was used to develop the website, taking into account design features which aid in a simple and effective user experience (Krug, 2010). Educators from the University of Hawaii at Manoa and teachers from the University Laboratory School volunteered to test the website’s usability. Each participant was asked to go through a series of scenarios, resulting in revisions to further aid the usability of the website. After collecting the data, it was clear that certain features and wording needed to be changed to make the website more accessible, but the main features were easily understood once located, and users were able to complete the tasks they were presented. Through observations and interviews, the ability to run inquiry-based lessons and participate in a global community of students and teachers was evident. The conclusion reached through this usability study is to further develop the primary features tested, with the aim to integrate more seamless communication and sharing between users.
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ItemFlipping for Fractions: An Action Research Project( 2017-04-18)Getting young students to understand and enjoy the concept of fractions is one of the challenges I continually face as a classroom teacher. After the Common Core State Standards were adopted, a deeper understanding of operations involving fractions was required in the fifth grade. With that came persistent issues in student engagement and retention, as evidenced by weekly data team meetings with grade level colleagues. To address this need, I developed an action research project to flip my classroom and evaluate how interactive video instruction could impact attention and learning on fraction multiplication. Over the course of two weeks, students accessed a blend of ready-made and teacher-created videos on the Interactive Video Learning Platform (IVLP), PlayPosit. PlayPosit allowed me to turn passive video instruction into a responsive learning environment. Each video was designed to pause at specific timed intervals, which then prompted viewers to answer a multiple-choice or free response question to invite reflection. Subsequently, students received instant feedback and I gathered valuable data to drive instruction. In addition, constructivism was employed to allow students to showcase their learning on collaborative problem solving tasks. This paper will discuss the design of the project. Lessons learned include the importance of curating appropriate video content and testing technology tools prior to implementation. Overall, flipping my classroom using PlayPosit transformed a math module on multiplying fractions into a stimulating learning experience for students.
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ItemPlace-Based Learning Game for Cultural Awareness( 2017-04-18)Culture is often put off in many language learning classrooms because there is not enough time to get through grammar, vocabulary, listening, and speaking exercises. To help solve this issue, this study seeks to incorporate placebased learning and gamification theories into a mobile augmented reality game can to motivate Chinese language learners to learn more about Chinese culture. The game was created through the ARIS platform that had Mandarin Chinese language learners exploring and completing quest in Honolulu Chinatown in order to bring back life to the community through the teachings of Dr. Sun Yat Sen. A total of 10 participants signed up to participate in this study. For this project, John Keller’s ARCS model for motivation design was used. To evaluate participants motivation, a retrospective survey was issued to each participant to rate their motivation levels before and after playing. Results show that the game was able to raise participant’s overall motivation and appreciation for Chinese culture and that place-based learning had allowed players to be immersed within a culture. This had provided them with opportunities to interact with a community, but further revisions need to be made to provide more opportunities for speaking with people in the community.