LTEC 690, Spring 2019

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Recent Submissions

Now showing 1 - 5 of 21
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    Motivating Programming Learners through Game Development
    ( 2019-08-10) Togashi, Genta ; Lin, Grace
    This study aims to promote learners’ motivation for computer programming through game development. Motivation toward computer programming is key to academic success for prospective Computer Science (CS) students. Students will learn effectively if they are motivated, and they will be able to maintain their motivation if they have the confidence to achieve their goals (Jenkins, 2001). Game development is an ideal programming topic for motivating new programming learners. The purpose of this instructional design project was to design and evaluate a game development-based module to provide a motivational introductory programming experience for undergraduate students at the University of Hawaiʻi at Mānoa. A coding module platform to support live editing and a preview of a JavaScript 2D-game was developed using Wordpress, Phaser, and Ace. A series of instructional screencasts was integrated into the coding module platform. John Keller’s Attention, Relevance, Confidence, Satisfaction (ARCS) model was used for the design of the instructional module and survey instruments. An online module evaluation was conducted with 19 participants, and survey and module usage data were collected. The results indicated overall increases in motivation and confidence levels and the positive impacts of using the module. The record also implied a potential link between the increase in learners’ knowledge and their confidence levels after working on the module. These results guided the research for further improvement of the instructional module.
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    Web-based CALL Process Writing Tools Website: A Usability Study
    ( 2019-04-18) Peters, Joseph ; Fulford, Catherine
    Many English as a Second Language (ESL) learners need help writing. Learners prefer to get as much feedback and guidance with their writing as possible. However, teachers are overwhelmed and often do not focus on errors that do not interrupt communication. Web-based Computer Assisted Language Learning (CALL) tools can provide learners with additional feedback and scaffolding. These tools can empower adult learners, allowing them to create and check their own work. A website was developed, on WIX, to provide Web-based automated e-learning, or CALL, writing tools to supplement adult learners to engage in each stage of the writing process. The purpose of this usability study was to evaluate the navigation and satisfaction of content presentation of the site. Qualitative and quantitative data collection included a pre-questionnaire for collecting demographic information; three think-aloud interview rounds, each with 6 to 7 participants; a retrospective post-survey. Revisions were made after each iteration based on the result and following Nielsen’s Severity Rating for Usability Problems to guide the selection of issues to address. The results of the study revealed a favorable reception of the website and its contents. Future revision and improvements in presentation and content for this project could further improve this project.
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    Motivating English as a Foreign Language Teachers to Cultivate Intercultural Competence through an Online Module: An Instructional Design Project
    ( 2019-05-09) Wu, Yu Chieh ; Fulford, Catherine
    Most teaching pedagogies in English as a Foreign Language (EFL) classes focused on enhancing students’ linguistic skills rather than exploring how cultures or politics influenced the interpretation of the English language. To address the challenge, computer-mediated communication (CMC) tools were used to foster online intercultural communication. Attention, relevance, confidence, and satisfaction (ARCS) motivational design model and critical pedagogy were used in developing this online professional development module. To cultivate EFL teachers’ intercultural competence, this language and identity unit utilized multimedia resources to raise participants’ attention, news articles to relate their lived experiences, online forums to establish their confidence, and intercultural experiences to increase their satisfaction. Data was collected from 16 EFL teachers’ questionnaires, online comments, and interviews. It was found that task attractiveness and online environment were factors that motivated participants to become critically literate. Current research only reveals a partial view of motivation, and thus long-range research would be worthwhile to investigate how cultural dynamics within groups may influence online communication.
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    Vigle: A Visual Graphical Learning Module on Optical Character Recognition
    (TCC Conference, 2019, 2019-04-18) Rao, Umesh ; Ho, Curtis
    Students of the Arts and Humanities use OCR to convert scanned images of old text (pre-1800 AD). They need to know how digital text is extracted from the scanned image. Thanks to cell phones and images captured with them, understanding this is useful for everybody. The processing steps employed by a typical OCR software are, in order, Binarization, Deskew, Segmentation, Character Segmentation and Character Recognition. In this research project, a standalone asynchronous visual graphical learning environment (VIGLE) on Optical Character Recognition (OCR) was developed. Constructivist learning strategy was employed. The learning module was integrated into a website that works on mobile. The project attempts to generalize the instruction so that it is useful for everybody. Latest web technology was used for the implementation to achieve one stop interface, browser compatibility, responsive window sizing and interactive visual content. Binarization, Deskew and Segmentation modules were implemented in the time available. The VIGLE consists of a graphical representation and a visual interface to the lessons. Results show that the participants found both the graphical representation and the visual interface helpful. They found the incomplete learning module on OCR at best moderately useful in helping them digitize text.
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    Usability Study of a Student-Centered Career Resource Website for Faculty and Staff
    ( 2019-05-10) Hobbs, Hōkū ; Ho, Curtis
    What do you want to be when you grow up? That ten-word question resonates in the mind of a child. It is asked by an influencer such as a parent, coach, friend, mentor, and educator. More often than not University of Hawaiʻi Maui College (UHMC) campus support services and course instructors are approached by students unsure of their major or future career choice. It is okay to be uncertain, but time and money are considered significant costs associated with these types of ambiguities. The internet provides an abundance of career-related tools and resources, yet lacks streamlined access, campus-specific essentials, and cultural components. The purpose of this usability study was to evaluate a website of self-assessment tools and career-related resources for UHMC faculty and staff who actively assist students in career exploration, planning, and decision-making. Principles of instructional design and multimedia learning were incorporated during the website design and implementation process. Following rounds one and two of usability testing, revisions were made to the prototype based on participant feedback. Adjustments contributed to decreased response times for eight of ten total tasks completed during round three. Overall responses indicate positive user experience including the application of the website as a resource tool.