LTEC 690, Spring 2017

Permanent URI for this collectionhttps://hdl.handle.net/10125/45048

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Boosting Student Achievement through Collaboration in Digital Arts
(2017-05-05) Molyneux, Erika; Ho, Curtis
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.
Augmented Dissection
(2017-04-20) Jeong, Joshua; Ho, Curtis
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.
The Kamaʻāina Discounts: Usability Study on the Website Homepage
(2017-04-18) Fujii, Karen; Ho, Curtis
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.
Programming Manikins: A Video Training Module for the Gaumard UNI Software
(2017-04-18) Thai, (Lauren) Huyen-Tran; Fulford, Catherine
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.
A Usability Study on the Paeloko Website
(2017-04-20) Mata, Sylvia; Lin, Grace
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.
Using Learning Styles to Differentiate: A Usability Study of a Teacher Resource Website
(2017-04-18) Smith, Jennifer; Ho, Curtis
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.
Evaluating 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) Mah, Kim; Fulford, Catherine
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.
Usability Study on a Website Integrating Self Organized Learning Environments (SOLE) and Google Apps for Education (GAFE)
(2017-04-18) Baylor, Matthew; Ho, Curtis
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.
Flipping for Fractions: An Action Research Project
(2017-04-18) de Leon, Kristel; Lin, Grace
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.
Place-Based Learning Game for Cultural Awareness
(2017-04-18) Tomei, Jared; Fulford, Catherine
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.
How Blogs Support Collaborative Learning and Student Engagement in Language Learning
(Higashi-Lee, J. (2017, April 18). How Blogs Support Collaborative Learning and Student Engagement in Language Learning. PowerPoint was presented at the 21st Annual Technology, Colleges and Community Worldwide Online Conference., 2017-04-18) Higashi-Lee, Jami; Lin, Grace
For years I’ve observed my students’ exceptional ability to learn and produce language skills (listening, speaking, reading and writing) individually. However, they struggle to integrate these skills cohesively to produce Spanish in a real-world context. From years of observing this along with the immersion of technology tools into the 21st century curriculum, I conducted an action research project with my Spanish 4 students. For students to improve on how individual language skills function cohesively, my goals were to focus on embedding the art of blogging to increase student engagement, self-confidence, and awareness of real-world language use. The strategy was to develop a collaborative partner project in which students would present their ideas via written, audio, and visual blogs, and would then provide positive feedback and constructive criticism to their peers for adaptation of their original ideas. The culminating project was a 5-minute trailer for an up and coming telenovela (Spanish soap opera). Studies have shown that blogging helps to foster learner interdependence, interactive blogs increase collaborative learning and positive attitudes, and peer feedback directs students to reflect and understand their language output. This paper will discuss the design of this project and the steps carried out in its development. As a result, collaborative work through blogging fostered students’ creativity to display their knowledge of purposeful language use. Lessons learned will further shape and drive future instruction on the interdependence of all language skills.
It Takes a Village: A Web and Mobile Based Instructional Module on Digital Citizenship for Parents and Guardians of K-12 students in Hawaiʻi Public Schools
(2017-04-20) Honda, Marie; Lin, Grace
Digital citizenship: what is it and why is it important? As parents, it means our children will have a support system to help them meet the requirements of a 21st Century learner. Research has shown that parents are the first teachers; they play a significant role in motivating students in the classroom. Students are required to meet the Hawaii Department of Education’s General Learner Outcome of “Effective and Ethical User of Technology.” To support their children, parents should have a basic understanding of digital citizenship. This instructional design project was developed to evaluate the impact of a web and mobile module on digital citizenship for parents of K-12 students in Hawaiʻi public schools to ensure the proper use of technology. Constructivist and Adult Learning theories were used in the design of the instructional module. Google + allowed participants to utilize methods such as self-directed and active learning. Mike Ribble’s nine elements of digital citizenship were used as the framework for the content, with an emphasis on the home and school. Text and video were the primary delivery method for the instructional content. The results of the study indicated that participants overall knowledge of digital citizenship improved, with parents gaining a level of confidence and understanding to support their children. Future research should investigate other social media sites as a means to deliver content to parents.
All About GAFE
(2017-05-02) Cummins-VanHerreweghe, Mia-Pia; Ho, Curtis
This study was completed at a small, rural Middle School (SRMS) is a small rural school on Hawaii Island, serving grades six through eight in the South Kona district. SRMS recently adopted Google Apps for Education (GAFE) as a tool to facilitate teaching and collaboration between teachers and teachers and teachers and students. To allow teachers who need guidance or support using GAFE tools, the researcher designed a web-based, self-paced learning module geared towards SRMS’ faculty needs, on how to use the basic GAFE tools. Faculty were invited to participate in the evaluation of the website and provide data and feedback on how the website was able to meet the needs of faculty members in teaching them how to use GAFE tools and in making them more comfortable using GAFE tools as a collaboration and teaching tool. The study revealed the modules that presented basic knowledge on how to use GAFE tools as a collaboration and a teaching tool were most in need for members of the SRMS faculty with a low comfort levels of GAFE tools. However, the research results also revealed that besides written instructions, a more basic step by step approach, coupled with short instructional videos were preferred for each of the GAFE basic tools and were preferred over detailed written instructions.
Investigating the Impact of Video Instruction in a High School Chemistry Class
(2017-04-18) Fujioka, Robin; Lin, Grace
High school chemistry students struggle with the unit on moles due to their lack of algebraic skills and understanding of dimensional analysis. Moles is typically taught using the traditional lecture model, however, change was needed to teach the current generation of students. Therefore, the purpose of this action research project was to investigate the impact of integrating video instruction to increase learning and engagement for high school chemistry students studying a unit on moles. Through constructivist ideals, an intervention was designed where students watched a short video at the beginning of each class and collaborated on practice problems, allowing students to be actively engaged and take ownership of their learning. At the end of each class, students completed an exit ticket to check for understanding to determine the effectiveness of the video instruction. Upon completion of the unit, students took a summative assessment and completed a post-survey to assess learning and engagement. This project was important to show how video instruction can affect learning, engagement, and retention with students. Based on feedback from students, my next steps are to convert my traditional lectures into video instruction in my biology and chemistry classes. In order to increase engagement, learning, and retention, I need to continue to adjust my teaching in order to support the current generation of learners.
Development and Usability of a Samoan Vocabulary Mobile App
(2017-05-01) Ongosia, Raisa; Fulford, Catherine P.
There were 143 Samoan students taking courses at the University of Hawaii at Manoa during last year’s Fall semester. Some of these students were also enrolled in Samoan classes. The courses were taught in the traditional way. The students taking these courses learned the Samoan culture and language through textbooks, articles and old folklores or legendary shared by the instructor. However, these lessons may not be engaging enough for some students to learn the Samoan culture or the language. Although the students have a variety of resources available to them and a few mobile applications previously developed, the researcher decided to design an effective and engaging mobile application to enhance Samoan language classes. To assist students in their Samoan language learning, a mobile language learning application, “Samoan Vocabulary App,” was developed and a usability study conducted. The purpose of this usability study was to develop and evaluate the ease of use of a Samoan vocabulary app for beginner-intermediate Samoan students at a large university in Hawaii. The study included two rounds of usability testing and examined the usefulness and effectiveness of the mobile application. A pre-survey, usability protocol script, post-survey and an observational/interview guide helped to identify the issues in the mobile application. They also helped with improvements to the app. The changes were made after each round of testing. Its use is recommended to help students who are struggling or want to learn the Samoan language to using the mobile application.
Evaluating the Usability of a Positive Behavior Reward App for Faculty and Students at a Local Elementary and Intermediate School
(2017-04-18) Callahan, Ashley; Fulford, Catherine P.
A public Hawaii elementary and intermediate school has recently introduced a positive behavior support system to try and combat high rates of both absent students and behavioral occurrences. This system centers around teaching focused school-appropriate behaviors and explicitly rewarding those behaviors with a paper dollar. However, students have been using these paper dollars inappropriately by stealing, bullying, and buying black market items from each other. To address this problem, the purpose of this usability study was to develop and evaluate the ease of use and preference of a smartphone application that rewards the student's points in which they can then use on physical items and school-wide events. The app was developed using the platform Bubble.is, and mobile interface design principals drove the development process. Three rounds of usability testing, for both students and teachers, were conducted. Testing sessions included pre-surveys that aided in determining participant eligibility. During testing, a usability protocol script was used to assist in the measurement of time on task and number of clicks per task. At the end of each session, participants completed post attitudinal surveys and revisions were made between each iteration of testing and relied on participant feedback. Feedback from participants indicated that they preferred the smartphone application to the physical dollar system due to its ease of awarding points, safety, and organization. All participants, students and teachers, strongly agreed that this app should replace the current physical dollar system.
Evaluating the Usability of a Newly Created Business Office Website
(2017-04-20) Gannon, Angela M.Y.; Lin, Grace
In today’s high-tech society, there is great demand for a university website to provide guidance and direction for visitors, faculty, staff, and current student stakeholders. Similarly, the University of Hawai’i Maui College (UHMC) Business Office website needs to provide valuable information required for success and smooth operation of day to day services needed by the entire campus community. In particular, there is a need for easy management and clear direction for fiscal transactions such as procurement process and forms, payment protocol, and travel services. The existing 2016 website for UHMC Business Office was incomplete, inaccurate, outdated and unorganized with little or no information. To address these issues, a mock-up Google Site was created. Two rounds of usability studies were conducted with staff from various departments in order to evaluate the website’s usefulness, ease of navigation and accessibility to resources and links. The study revealed great feedback and excitement, such as, “Can I use it now?”, and great suggestions leading to simplifying information, changing menubar locations and American Disabilities Act (ADA) co mpliance in the area of color requirements. There was favorable response indicating great appreciation for an accessible and useful website presence. Updates and improvements were made from the suggestions received, leading to enhancements and upgrades from the original website. This paper will compare the design changes implemented from the original to the final resource website, and discuss the theoretical frameworks and design models that guided design choices.
Usability, Aloha, and Global Warming
(2017-04-27) Gamel, Megan; Ho, Curtis
The Hawaiian community continues to be threatened by increased global temperatures provided through global warming. As coral reefs bleach and die in warm waters, hurricane occurrences increase, coastal erosions and landslides pile up, community members need to be aware of global warming impacts happening in their ‘aina. With awareness, people can make efforts to prepare for impending threats to their livelihoods as well as contribute to efforts to reverse global warming and climate change. In order to reach the greatest audience, a Wix website was created and a usability study was performed in order to best communicate global warming issues in Hawai‘i. The study assessed the website’s ease of use, navigation, and design in order to inform users about the global concern in their community and what can be done to help and protect their livelihoods. Throughout the study various changes were made in order to better develop content, navigation, and design. Materials were well received and new knowledge was formed throughout the usability study. Participants could easily maneuver between web pages and had little difficulty when locating information. Throughout the study participants indicated a strong sense of importance when conversing about global warming, but a lack of effort ultimately was still the ending conclusion to making lasting changes within their control to decrease global warming. Some people though experienced a strengthened desire to make more of an effort within their households and share their knowledge with friends and family members.
Open School Cambodia: Open Web-based E-learning Platform for Khmer-Speaking Users
(2017-04-24) Makara, Sokunthearith; Fulford, Catherine P.
The purpose of this usability study was to evaluate the ease of use of an open web-based learning platform called Open School, which was developed for Khmer-speaking users for taking and creating online courses. Based on an audience analysis, Open School was designed to be bilingual (English and Khmer), responsive to different devices, easy to use, and open. The development started in WordPress using WordPress Learning Management System (WPLMS) and other open plugins. To evaluate the ease of use of the platform, the researcher conducted two rounds of distance usability testing in Khmer language with twelve subjects in Cambodia via Google Hangouts. The usability tests focused on six important tasks including: navigating the platform homepage, creating an account, registering for a course, navigating the course pages, requesting to be an instructor and creating a course. The results from the two rounds of testing allowed the researcher to develop relevant support for the users with little experience in e-learning, and most importantly to improve the ease of use of the platform as indicated by a significant improvement of the average usability score from 4.4 to 5.03 on the six-point scale. Open School will be one of the first distance learning platforms in Khmer language when it launches and is hoped to solve some educational issues in Cambodia. Now that the usability issues have been fixed, the next big step for the researcher is to find a way to encourage people to use the platform.

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