LTEC 690, Spring 2021

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    Evaluating a Mobile-based Genetics Learning Platform in K-12 Educators Teaching After-School Programs
    ( 2020-05-07) Bernal, Saul ; Fulford, Catherine
    This project was a usability study which included the prototyping and the evaluation of a mobile-based genetics learning platform designed for K-12 students and educators. The target audience was K-12 educators teaching the after-school programs. In the development phase, a mobile-based application was developed using the integrated development environment Xcode. The content of the application included mini-learning games developed by the investigator and open-source educational videos. The purpose of this study was to prototype and evaluate the user-friendliness of the developed mobile-platform. In the evaluation stage, individual iterations of the usability test of the mobile-based app were conducted per participant. The participants for each round consisted of educators who are currently or previously have taught after-school programs. Prior to the usability test, participants were asked to sign a consent form. A pre-survey was administered after each student was cleared to participate. During the usability test, each subject was asked to complete five tasks on the mobile-based app. Following the completion of the tasks, the participants answered a post-task survey. Screen user-activity and audio was recorded, anonymized, and stored on an encrypted-protected hard drive for consequent data analysis.
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    A Usability Study of a Community College's Testing Center Website
    ( 2021-05-10) Lum, Jessica ; Hoffman, Daniel
    The purpose of this project was to design and evaluate a website for a testing center at students at a community college in Hawaiʻi. To design the website, the researcher applied principles of user-centered design to ensure the target audience—community college students—would be able to find information about the testing center quickly and easily. Using Gestalt principles, the website was designed to work to help students by being functional and user-friendly. To evaluate the website, a usability study was conducted with 18 (n = 18) college-aged adults. During the study, the participants completed three usability tasks designed to measure the website’s usability. Specifically, the study evaluated if the participants found the site to be navigable, satisfying, and interesting. The usability study evaluates the participants’ navigation, satisfaction, and interest. Data were collected through questionnaires and think aloud sessions. The results suggests that the new website was easy to navigate, satisfied with the content, and interested in using the website.
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    Statistical Literacy for Educators: Usability Study
    ( 2021-04-15) Egorov, Dmitrii ; Fulford, Catherine
    The role of data in many fields and areas of modern life is significant. Gathering, shaping, storing, and analyzing data is becoming a very important industry. This importance of data analysis implies that even people who are not employed in analytic positions would benefit from understanding at least basic concepts of data analysis. This fact increases demand in statistical literacy, especially for those who are dealing with data during their workflow. Educators, and especially teachers are among those who collect data from their students and might benefit from understanding the basic principles of statistics. This project aimed to develop and evaluate an online based resource where basic statistical concepts are paralleled with scenarios of their use in a classroom. The usability study explored ease of use of the website and satisfaction rate of the content presented on the website. The usability study confirmed the need in a resource introducing basic statistical concepts in a simple and highly approachable manner for those employed in the field of education. At the same time, it revealed that simplicity shouldn’t be extreme, and the resource should take advantage of modern web-tools, thus keeping a good balance between accessibility and functionality.
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    The Sensemaking Model for Airline Pilot Training: Building and Maintaining Expert Flight Path Management
    ( 2021-04-15) Baron Jr, Barth ; Fulford, Catherine
    Abstract: Airline flight training focuses on the pilot who is flying the airplane, leaving the other pilot in the two-pilot flight deck to independently develop crew-oriented flight path monitoring strategies. Lapses in monitoring can lead to incidents and accidents when crews misinterpret the aircraft’s state and mismanage flight automation systems. To address this, NASA human factors researchers developed a monitoring framework based on the organizational psychology concept of “sensemaking.” This approach teaches crews to monitor their flight path through a three-part process of; 1) develop a situation model, 2) manage tasks and attention to more efficiently allocate attention resources, and 3) communicate effectively as a crew. An asynchronous learning module using task-based learning and design for motivation introduced this sensemaking monitoring framework to airline pilots. Twenty participants used the module and answered survey questions measuring the effectiveness of design for motivation and task-based learning. The pilots responded favorably to the design, with positive survey responses for relevance, integration, and acceptance.
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    Evaluating an Online Module: Using Social Media as a Professional Development Tool for Graduate Students in the Learning Design and Technology Department at the University of Hawaiʻi at Mānoa
    ( 2021-05-13) Nakamura, Elle ; Fulford, Catherine
    The Learning Design and Technology (LTEC) program at the University of Hawaiʻi at Mānoa focuses on integrating and evaluating educational technology in various learning environments. With the increase of online technologies, social media can be utilized as a professional tool to connect, network, and collaborate with peers, colleagues, and other professionals, especially within the professional world of learning design and development. Currently, the LTEC Department has yet to provide instruction and guidance for LTEC graduate students on why and how to use social media effectively for professional purposes. The purpose of this learning assessment is to evaluate the impact of the online module on the interest and willingness of LTEC graduate students to use social media as a professional development tool within and beyond the LTEC Department. The project was designed using Krathwohl’s Affective Domain Taxonomy and the Keller’s ARCS Model and tested through asynchronous retrospective surveys and one-on-one interviews. Results show a positive change in interest and willingness to utilize social media to for professional purposes within and beyond the LTEC Department. Recommendations for further research include implementing higher level educational objectives, incorporating active participation strategies to observe behavior changes, and widening the target audience to encourage cross-departmental buy-in.