ScholarSpace
ScholarSpace is an open-access, digital institutional repository for the University of Hawaiʻi at Mānoa community. ScholarSpace stores the intellectual works and unique collections of the UH at Mānoa academic community and also provides a permanent web location for those accessing these resources.
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Recent Submissions
Beyond the Torii Gate: A Beginner's Guide to Etiquette and Customs
(2025-05-11) Kawaiʻaeʻa, Sachiyo; Hoffman, Daniel; Eichelberger, Ari
Japanese shrines are among the most popular destinations for international tourists. However, many guidebooks, such as Lonely Planet and Fodor's, do not explain the proper manners and customs. Typically, the shrine grounds do not display instructions, and Japanese shrines rarely offer multilingual how-to guides on their websites. The standard ritual for visiting Shinto shrines consists of "two bows, two claps, and one bow." This practice has become second nature for many Japanese people. Consequently, it can be challenging for foreigners to receive proper guidance, which often leads visitors to mimic the actions of those in front of them during their shrine visits.
To address this issue, this project was initiated to create and evaluate instructional materials that assist individuals in understanding the fundamental practices of worship for their next visit. The primary objective was to provide clear and practical guidance that empowers individuals to confidently navigate the customs of visiting Shinto shrines. The instructions were presented in the form of an eBook, which was created using Canva and Heyzine Flipbooks enhanced with interactive elements developed through Flippity, PlayHT, and Cloudconvert. The post-survey indicated that all participants (n = 18) reported an improved understanding of customs and traditions. Additionally, 94% of participants felt confident about practicing correctly at a Japanese shrine. Next steps will involve enhancing content by exploring new eBook creators and integrating online assessment tools for improved data collection.
Enhancing Virtual Training for Domestic Violence and Sexual Assault Coalitions Using Instructional Design
(2025-05-09) Meryl E. Hooker; Dr. Ariana Eichelberger; Dr. Daniel Hoffman
The rapid shift to virtual learning in response to the COVID-19 pandemic required training managers across sectors to adapt their professional development strategies quickly. This transition was particularly challenging for statewide sexual assault and domestic violence coalitions, where webinars became the default training format. However, traditional webinars often lack engagement and alignment with learning and performance objectives, limiting their effectiveness. This project aimed to redesign the webinar development process by incorporating instructional design principles, including learner analysis, learning and performance objectives, and learner engagement into a structured planning approach. An asynchronous course was developed to guide participants through applying instructional design principles and using a planning tool to create interactive, goal-aligned webinars. To evaluate the course, usability testing (n=3) involved synchronous sessions assessing navigation and design, while learning effectiveness testing (n=16) utilized pre- and post-surveys to measure knowledge gains and confidence in webinar planning. Usability feedback led to refinements in course structure, functionality, and the primary planning tool. Learning effectiveness results demonstrated increased post-assessment scores and heightened confidence in applying instructional design and preparing for webinars. These findings highlight the need for expanded instructional design training resources to support coalition training managers. This project also highlights the potential for evidence-based instructional design to improve the effectiveness of virtual training in mission-driven organizations. Future course iterations will include enhanced instruction about learner engagement, additional modules on effective webinar delivery, and strategies for transforming recorded webinars into interactive, asynchronous learning experiences within a learning management system.
Teaching reading: A playbook for developing skilled readers through word recognition and language comprehension by Douglas Fisher, Nancey Frey, and Diane Lapp
(University of Hawaii National Foreign Language Resource Center, 2025-05-12) Nguyen, Bao Trang Thi
Day and Bamford’s (2002) Ten Principles for Teaching Extensive Reading Revisited: A Methodological Synthesis of Research Practice
(University of Hawaii National Foreign Language Resource Center, 2025-05-12) Arai, Yuya; Takizawa, Kotaro
Despite the preponderance of research on extensive reading (ER), the research field still suffers from a lack of common understanding of what ER is and how it should be implemented. From the perspective of Day and Bamford’s (2002) seminal ten principles for teaching ER, the present methodological synthesis aimed to systematically review and critically appraise the reporting practice of how previous studies implemented ER. A total of 72 primary studies were retrieved and reviewed. The findings suggested that many studies did not explicitly report ER characteristics in their articles, making it difficult to understand how ER was operationalized and practiced. Suggestions for future studies are discussed.
Dental Explorers: A Review Course for Dental Hygiene Students
(2025-05-08) Riglos, Kari; Hoffman, Daniel; Eichelberger, Ariana
The University of Hawai‘i Dental Hygiene Program is a career program designed to teach students how to become registered dental hygienists. Many first-year students in this program struggle to master the basic concepts of the dental explorer, which affects their clinical skills. To address this issue, an asynchronous online course was created to help first-year students review foundational knowledge about dental explorers before they apply their skills in clinical practice. The course’s design process was guided by the ADDIE framework and Bloom’s Revised Taxonomy.
Usability was evaluated through a synchronous online session with five participants (n=5) while learning effectiveness was assessed by pre- and post-surveys and assessments with 25 participants (n=25). The usability study showed mostly positive feedback, with suggestions for design improvements, such as adjusting font size and color, reducing spacing on the mobile version, and removing unnecessary underlining. The learning effectiveness test indicated participants’ scores improved across all modules, and qualitative data from surveys revealed strong satisfaction and increased knowledge of dental explorers. Taken together, the results suggest the instruction effectively addressed the problem by enhancing students' understanding of dental explorers. Future work could explore ways to refine the course based on usability and attitudinal feedback. Key takeaways include the importance of incorporating both usability testing and learning assessments for optimizing instruction.