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

Puna ʻIli: Designing an Accessible and Culturally Sustaining Digital Learning Environment for Beginning Homesteaders
(2026-05-12) D. Māpuana Carey
Agricultural landowners venturing toward alternative lifestyles, or homesteading, face a multitude of challenges such as: uncertainty of income, lack of experience, safety and hazard concerns, and risk of losing time and monetary investment (Smith & El‑Swaify, 2006). These challenges are further exacerbated for homesteaders looking to acclimate to agricultural production in the volcanic influenced soil composition of the Puna region of Moku o Keawe (Hawaiʻi Island). This project looked to develop a culturally-based and localized instructional intervention to bridge a gap in knowledge for new and beginner homesteaders acclimating to agricultural crop production in lava impacted environments. To address this gap in instruction, an informal, blog-style mobile learning website was designed to guide beginner homesteaders in foundational ʻike (knowledge). Through the framework of Place-Based Learning and Indigenous Knowledge Systems, the instruction was developed into three modules to acclimate beginners to Puna’s volcanic environment and cultural epistemologies, build foundational knowledge in soil variation for crop production, and apply culturally appropriate and sustainable crop production practices. In order to evaluate the effectiveness of the developed instructional website, three usability sessions reviewing language and content, visual design, and user ease of navigation were conducted to help improve instruction prior to participant testing. Following multiple iterations of the instruction, a pre-instructional and post-instructional survey were administered to evaluate the overall learning and attitudinal effectiveness of 18 new and beginner homesteading participants on Moku o Keawe.
Using AI to Create Personalized, Structured Training Schedules for the World Marathon Majors
(2026-05-13) Paradise, Rosalie
Training for a marathon requires discipline, structure, and support. Many people are able to achieve their goals by joining training groups, or getting advice from an online or an in-person coach. However, some runners lack access to personalized training plans due to factors such as location, financial status, social circumstances, or work schedules. Using Generative AI (GenAI) to create a structured, personalized training plan is an alternative to a human coach or training group. However, the quality of training plans created by GenAI can vary dramatically depending on the input. If runners do not know how to create accurate context-based prompts, the training plan will not be very useful. Therefore, the goal of this project was to design and evaluate instruction that assists runners in using GenAI to create structured, personalized marathon training plans that will guide them to their marathon goals. The instructional design employed a mix of direct, indirect, and experiential learning strategies. A usability study with three participants was conducted, yielding largely positive feedback with 68% positive comments overall. Navigation was reported as intuitive with 82% positive comments, and content was comprehensive with 75% positive feedback. The primary usability concern was the Worksheet Functionality with 59% negative comments, which resulted in converting the original Google Form into a clearer, editable Google Doc. Learning effectiveness was measured with pre- and post-assessments by participants (n=15). The average score on the post-assessment (89%) showed a significant improvement of 21% over the pre-assessment (68%), demonstrating high instructional effectiveness. Furthermore, post-survey attitudinal results showed that 100% of participants would recommend the website, and on a scale of 1 to 5, with 1 being not helpful and 5 being very helpful, participants reported an average score of 4.3 regarding GenAI's usefulness for creating personalized training plans. These results suggest the instruction successfully met its goal of teaching middle-aged runners to leverage GenAI for their marathon training.
Ayo Bermain LIBI: Demystifying Indonesian Affixes through a Visual-Spatial Practice Tool
(2026) R. L. Hughes; Dr Peter W K Leong
Indonesian as a foreign language, also called Bahasa Indonesia bagi Penutur Asing (BIPA), students often struggle to use the correct grammatical structures when languaging, even at more advanced levels of study. This is due to the differing linguistic structures of Indonesian compared to western languages. Because of the large number of grammatical changes words in Indonesian can undergo, BIPA students often mix up or mis-use these forms. To support BIPA learners, a visual-spatial learning aid was developed. This learning aid, “The LIBI Game,” made use of gamification, grammar in context, and interaction with word parts to scaffold these grammatical changes for learners. The learning aid was tested with Indonesian speakers (n = 17) across three levels of speaking ability. The target audience gave positive feedback, indicating the learning aid was effective in some regard. Its largest strengths were the use of color and proximity in the visual design of this tool. However, more work is needed for future development in the areas of linguistic support and true spaced repetition. Additional development of “The LIBI Game” should take into account the learning levels uncovered in this study. Keywords: Indonesian, foreign language education, BIPA, affixation, visual-spatial
FlourishED: Stress Management and Well-Being Strategies for Preservice Teachers
(2026-05-11) Justice Kanaulu; Dr. Peter Leong
FlourishED is a web-based well-being module designed to address a gap in teacher preparation, where preservice teachers are expected to manage stress, but often receive limited direct instruction in well-being practices (Schonert-Reichl et al., 2017 ), despite high levels of stress, burnout, and attrition in the profession (Agyapong et al., 2022 ). To address this problem, an instructional module was designed using the PERMA framework and evidence-based practices from positive psychology, including gratitude exercises (e.g., Three Good Things) (Seligman, 2011), breathing strategies (HeartMath, 2016), and AI-guided meditation to support personalized reflection and stress reduction. The module was evaluated through usability testing and attitudinal and learning assessments. Usability testing (n = 3) involved task-based navigation to identify issues in structure and clarity, resulting in revisions to layout and instructions. Learning and attitudinal data were collected from participants (n = 15) using pre- and post-surveys measuring awareness, confidence, and perceived ability to apply well-being strategies. Results indicated improvements in participants’ understanding of stress management techniques and increased confidence in their ability to apply these strategies. Findings suggest the module was effective in addressing the identified problem, with recommendations for future work including expanding sample size, refining content, and further exploring personalization in well-being instruction.
Improving Signage at Kapo'o with Mālāma Pūpūkea-Waimea
(2026-05-11) Weber, Honor; Phelps, Hannah; Colombo, Giada; YinPhan Tsang
Project outputs of NREM 601 graduate student group working with Mālāma Pūpūkea-Waimea community group in Spring 2026.
A Framework for Assessing Educational Benefits and Improving Communications of the Paʻēpaʻē o Waikolu Program
(2026-05-08) Bekins, Sophie; Li, Timothy; Margerin, Isabella
Project outputs of NREM 601 graduate student group
Lexical database and draft dictionaries
(2026-05-08) Billings, Blaine; Safri, Johan; Sahrozi, Wawan; McDonnell, Bradley; Billings, Blaine; McDonnell, Bradley; Billings, Blaine
Oceania Newsletter, No. 117, March 2025
(Centre for Pacific and Asian Studies, Radboud University, 2025-03)
Oceania Newsletter, No. 116, December 2024
(Centre for Pacific and Asian Studies, Radboud University, 2024-12)
Oceania Newsletter, No. 115, September 2024
(Centre for Pacific and Asian Studies, Radboud University, 2024-09)