LTEC 690, Spring 2024
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ItemHawaiʻi Ocean Safety for Visitors( 2024-05-03)Hawaiʻi is famous for its stunning beaches, clear waters, and diverse ocean life, making it one of the world's top tourist destinations. While Hawaii's beaches are easily accessible, they also come with risks due to the ocean's unpredictable nature, including sudden waves, rip currents, and the presence of dangerous ocean animals. On average, about 50 people lose their lives to drowning each year, with nearly half of those fatalities being visitors to Hawai'i. Unfortunately, many visitors are unaware of these potential dangers. To address this issue, the project developed and evaluated an online course designed to provide visitors with the knowledge necessary to ensure their safety while enjoying Hawaii's beaches. The instruction employed micro-learning and scenario-based learning strategies. It was evaluated for usability and learning effectiveness by 15 participants (n=15). The results of the usability test showed that over 80% of participants' comments were positive about the content, navigation, and visual design. In terms of learning, scores indicated a 30% increase from the pre-test to the post-test. Additionally, participants’ confidence in ocean safety increased by 39%. Together these findings suggest participants were able to attain necessary knowledge about Hawaiʻi ocean safety. Further research is needed to explore various target audiences, including international visitors, local residents, and seniors.
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ItemMachine Learning-Driven Avatars in Education( 2024-05-03)For new and existing educators, using virtual characters as pedagogical agents has been shown to increase learner engagement; however, many perceive this technique as costly and complex. Recent advances in machine learning-based facial action coding recognition have made implementing virtual characters into content more accessible and affordable than ever. Introduction to Virtual Avatars for Instruction is a course designed to bridge this gap and change educators’ attitudes about virtual character-led instruction. The course aimed to provide learners with the key technologies, terms, and examples needed to add virtual characters to instructional content. Results from participants (n = 15) showed an increased understanding of key terms and concepts. Attitudinal changes demonstrated a shift away from concerns regarding the cost and skills required to implement virtual characters.
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ItemLAMP for Language: Increasing Educator Use of LAMP Words for Life in Special Education Classrooms( 2024-05-02)LAMP Words for Life is an Augmentative and Alternative Communication (AAC) modality in the form of an iPad application. It is used worldwide by children and adults with complex communication needs. Numerous studies have demonstrated the benefits of such software, however, many Speech Language Pathologists (SLPs) report limited use among educators in their classrooms. To increase educator use of LAMP Words for Life in the classroom, this project created an online self-directed course to provide educators with a foundational understanding of functional language's application and development. The course was evaluated for usability and learning effectiveness with 17 participants (n = 17). The results revealed that the course increased the general knowledge of LAMP Words for Life among the participants and their comfort level modeling in the classroom. It did not improve participant attitudes toward the benefits of AAC devices to increase verbal language in students with complex communication needs. These results show that self-directed training with interactive components may be an effective medium to increase educator confidence in using AAC modalities in their classroom but will not replace the need for in-person coaching and individual observation.
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ItemBeyond Immersion: Language Learning Strategies for Study Abroad Students( 2024-05-02)Undergraduates from the U.S. who study abroad often return from their programs without the foreign language skills they hoped to acquire. Part of the reason why this occurs is many students do not know strategies they can use to improve their language skills while in an immersive environment. The Beyond Immersion course seeks to address this problem. Beyond Immersion, developed using EdApp, is a fully mobile course that teaches study abroad students the strategies they need to be self-directed language learners. Learners dispel common myths about language learning during study abroad, explore language learning strategies, and create their own language learning plans. To evaluate the course, course usability was tested through synchronous interviews (n = 3). Fifteen learners (n = 15) completed the course for the learning effectiveness evaluation. The usability evaluation revealed the need for changes to section and lesson titles to enable smoother navigation. The learning effectiveness results suggested participants would use the strategies learned in the course while studying abroad to improve their language skills. In addition, many participants said they would use the language learning plan they built in the course. While this course does not resolve the entire problem of lack of student support in learning languages abroad, it does give students more resources they can use to improve their outcomes.
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ItemUnlocking the Secrets of College Rankings( 2024-05-02)The "Unlocking the Secrets of College Rankings'' course was designed to address the misunderstandings and over-emphasis on college rankings among high school students and their families. A lack of awareness of the limitations of these rankings could lead to poor decision-making regarding college choices. Designed as an engaging, one-hour interactive lesson, the course utilized multimedia presentations, case studies, 'check your understanding' quizzes, and a game. The goal was to first build a basic understanding of college rankings. From there, the course proceeded to compare and contrast different college ranking systems, inform about the benefits and drawbacks of rankings, and provide some strategies for making a more informed college decision. Principles of adult learning theory guided the instructional design to ensure the content was relevant, engaging, and tailored to the needs of adult learners. To measure the course’s usability and learning effectiveness, as well as participants’ attitudes toward the course, evaluations were conducted through a usability test with English-speaking participants (n=5), a learning effectiveness assessment (n=18), and an attitudinal assessment (n=18); the latter group included 10 English-speaking and 8 Chinese-speaking individuals. The evaluation incorporated pre- and post-course surveys and usability testing to gather both quantitative and qualitative data. The results showed an improvement in participants' understanding of college rankings upon completing the course. Participant feedback noted that the course's interactive elements significantly contributed to greater engagement, though there was a desire for more content tailored to specific fields of study. The results suggest that future variations of the course could have an even greater impact with the integration of adaptive learning paths, increased incorporation of adult learning strategies, and further personalization options to meet individual needs and backgrounds.
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ItemBuilding Positive Connections: A SEL module for young adults to strengthen communication skills and enhance interpersonal relationships( 2024-05-01)Research suggests that high-quality social connections are important for a variety of reasons from a greater sense of belonging at school or work to positive health outcomes, yet a deficit in social skills and social disconnection amongst young adults have become major concerns for public health and the modern workforce. This project was designed to address a lack of confidence and underdeveloped relationship skills in young adults, ages 18 - 23. The module introduced participants to different relationship dynamics and focused on developing empathetic listening skills to strengthen human connections. Design and development of instruction were guided by the ADDIE framework, Bloom’s Revised Taxonomy, Gagné’s 9 Events of Instruction, and Albert Bandura’s Social Cognitive Theory. Instruction was delivered in a blended learning environment and evaluated by participants (n= 16) using usability and pre/post testing as well as peer-to-peer ratings of a live activity and open-ended reflection questions. Usability comments were primarily positive and several suggestions were made to inform design revisions. Pre/post learning effectiveness results showed a 9% improvement in scores and peer-to-peer ratings averaged 19.3 out of 20 possible points. Qualitative data gathered from reflection questions indicated that participants had a positive social experience, noting feelings of deeper understanding and connection during partner practice. Results also suggest a slight increase in confidence related to social and listening skills as well as high levels of motivation to continue using communication strategies post instruction.
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ItemCybersecurity: No Phishing Allowed( 2024-05-01)Phishing is a popular strategy for hackers to acquire sensitive information from individuals and businesses. A common form of phishing takes place through emails and many adults who are frequent email users do not have prior knowledge of or experience with phishing scams. This negatively impacts their ability to distinguish between real and fraudulent emails, leaving them at a greater risk of becoming victims of phishing scams. To address this problem, a learning module on phishing scams was developed to provide adults with background information about phishing, teach them how to detect common scam cues, and provide them with an opportunity to practice distinguishing real and fraudulent emails in a no-risk environment. The self-paced online instructional module was developed through Wix, YouTube and Genially, and guided by Keller’s ARCS Model of Motivation. At the conclusion of the learning effectiveness study (n=17), the module received positive comments from participants regarding the interactivity, ease of use, and overall learning experience. The study showed an overall average increase of 25 percentage points between the pre and post assessments. The results suggest that learners were able to gain a better understanding of phishing emails and improve their abilities to distinguish them.
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ItemDisability Benefits Decoded( 2024-04-30)When a person receiving Social Security Disability Insurance (SSDI) returns to the workforce, they face a baffling maze of rules and regulations. Many SSDI recipients fear losing their benefits and therefore limit their work activity or choose not to work at all. To address this issue and provide basic information to recipients, an educational video series was created. The design of this series, titled SSDI and Work 2024, was guided by theories in Andragogy, Microlearning, the Cognitive Theory of Multimedia Learning, and Universal Design for Learning. This video series was embedded in a learning management system and evaluated for usability and learning effectiveness with seventeen participants (n = 17). During the learning assessment, participants demonstrated an average improvement of 33% between pretest and posttest. In addition, participants reported increased confidence in their ability to “understand the effect of employment on SSDI” and “communicate with the Social Security Administration.”
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ItemUnderstanding the University of Hawaiʻi at Mānoa College of Education Kinesiology and Rehabilitation, Health and Exercise Science Major Requirements through STAR Academic Essentials( 2024-04-30)The University of Hawaiʻi at Mānoa (UHM) College of Education (COE) Kinesiology and Rehabilitation, Health and Exercise Science (KRS-HES) major underwent program changes in Fall 2023. The previous “Get to Know Your Major” video was taken down and was not updated, resulting in many incoming freshmen being unfamiliar with the KRS-HES major during academic advising appointments. This interactive instructional video aimed to educate students about the KRS-HES major and motivate them to use STAR to find classes to register for. The interactive instructional video was evaluated through a usability study and a learning assessment. The objective of the usability study was to identify issues with the pre-survey, interactive instructional video, and post-survey. Four participants (n = 4) were given tasks to complete, which revealed revisions that needed to be made to further improve the usability of the instructional module. A learning effectiveness assessment was conducted with 12 participants (n = 12). This assessment revealed that participants better understood the KRS-HES major after watching the video.
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ItemUnderstanding Artificial Intelligence: AI as a Learning Tool for Adults with Low Digital Literacy( 2024-04-29)Artificial intelligence (AI) is rapidly transforming the world, but many people lack the knowledge or skills to use it. This digital divide could widen the gap between early and late adopters of technology. To bridge this gap, this project proposed an instructional course to help people with limited digital literacy skills learn about AI and use basic AI tools. A literature review analyzed the AI divide, the impact on vulnerable populations, and the importance of simplicity and practicality in instructional materials. The instructional design and strategy for the course were outlined, focusing on providing a basic understanding of AI and practical skills for using AI tools. The methodology for evaluating the course's usability and learning effectiveness included participant recruitment, evaluation instruments, and a data analysis plan. The usability study showed successful task completion by participants, but identified several navigational difficulties. The learning evaluation demonstrated a 17% average score increase in pre- and post-quizzes, indicating the effectiveness of the instructional approach in enhancing learner knowledge, while the attitudinal survey revealed high satisfaction with the course's design and user-friendliness.