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.

Request Access to Upload

Photo by @inspiredimages

Communities in ScholarSpace

Select a community to browse its collections.

Recent Submissions

Sunflower Spittlebug May Be an Underestimated Threat to Native Hawaiian Flora and Fauna (Hemiptera: Clastoptera xanthocephala)
(2026-02-15) Spencer L Pote; Camiel Doornweerd
AI as a debate coach: A mixed-methods analysis of student self-efficacy and perceptions in an AI-assisted debate
(University of Hawaii National Foreign Language Resource Center, 2026-02-17) Huang, Joan Wan-Ting
Debate is an effective pedagogical approach, yet it presents significant challenges for EFL learners. While Artificial Intelligence (AI) chatbots are increasingly integrated into education, their application in multi-skilled tasks like debate preparation remains underexplored. This study investigated the impact of a two-phase AI-assisted intervention on 48 EFL learners' debating self-efficacy and perceptions. Phase 1 involved traditional debate preparation without AI assistance, focusing on foundational skill development through instructor-led instruction. Phase 2 introduced AI chatbots for refinement of arguments, rebuttals, and delivery practice, allowing students to enhance their debates through AI-powered scaffolding. Data were collected via self-efficacy questionnaires at three time points (pre-intervention, post-Phase 1, and post-Phase 2), a post-intervention perceptions questionnaire, written reflections, and focus group interviews. Repeated-measures ANOVAs revealed significant stepwise increases in students’ debating self-efficacy across the three time points, with the most substantial gains observed in debate skills and language use. The perceptions questionnaire corroborated these findings, demonstrating that students rated AI as most effective for refining speeches, locating evidence, and developing arguments, while perceiving it as least helpful for oral delivery practice. Furthermore, qualitative analysis yielded nuanced and contextualized insights regarding both the benefits and limitations of AI-assisted debate preparation.
Beautiful Deathbed Encounters: Affective Projection and the Visual Grammar of Death in The Tale of Genji
(2026-02-12)
Learning grammar the explorative way: Integrating interactive grammar animations into CALL
(University of Hawaii National Foreign Language Resource Center, 2026-02-11) Pust, Daniel
Interactive grammar animations (InGA) represent a further development of conventional grammar animations by building on their theoretical foundations in cognitive linguistics and multimedia pedagogy while extending their didactic potential. Unlike their predecessors, InGAs feature an input interface that enables learners to interact with the animated content, and thus, explore the meaningfulness and conceptual motivation of grammar, potentially leading to deeper engagement and a more comprehensive understanding. To develop an instructional concept that integrates this innovative learning medium, which to some extent defies conventional methods of tutorial computer-assisted language learning (CALL), a design-based approach was adopted, allowing for iterative testing and refinement across multiple cycles for didactic alignment. This paper reports on the sixth and final cycle, in which InGAs were put to the test for the first time in a fully ecological learning environment. The empirical findings indicate that task-based language teaching is an effective framework for integrating InGAs and suggest a possible expansion of the didactic repertoire of tutorial CALL. By discussing the performance and evaluation of the instructional concept and learning medium in the context of previous cycles, two key principles were derived to guide the development of analogous didactic scenarios in CALL: transparency and adaptability.
Supplement for: Pragmatic Archaeological Inquiry: A Relational Account of Hawaiʻi in East Polynesia
(2026) Thomas Dye
Curricular Strategies and Evaluation Practices for Medical Student Wellness: A National Survey of U.S. Medical Schools
(2026-01-31) Guo, Jayson
Introduction Medical student well-being is critical for learning and patient care, yet national data on wellness strategies remain limited. Existing literature consists mainly of single-institution reports with minimal consolidated data. Multi-institutional studies have identified gaps including non-rigorous evaluation and insufficient structural approaches. No large-scale national survey has been conducted since 2019, before transformative changes including USMLE Step 1 pass/fail conversion, the COVID-19 pandemic, and advances in digital health tools. This national survey provides updated data to assess current strategies, barriers, and opportunities for improvement across U.S. medical education. Objectives: To characterize wellness strategies at U.S. medical schools nationally, emphasizing structural approaches and evaluation practices. Methods: From July–October 2025, we surveyed all accredited U.S. medical schools (n=159) using a web-based instrument adapted from prior literature and piloted for response process validity. Items queried curricular strategies, wellness assessments, program evaluation, organizational structure, and student involvement. Results: Of 159 schools, 104 (65%) responded, representing all U.S. regions. Most schools demonstrated organizational commitment with dedicated wellness staff positions (77%, 61/79), wellness committees (95%, 75/79), and student representation on committees (90%, 74/82). Formal wellness curricula existed at 62% (55/89), most commonly in orientation (83%, 55/66) and less often integrated into coursework (64%, 42/66). Structured learning communities were reported by 88% (73/83). Clinical rotation interventions included mistreatment prevention policies (91%, 74/81) and protected time off (72%, 58/81). Faculty training for supporting student wellness was offered by 46% (38/72). Primary implementation barriers were curricular overcrowding (82%, 63/77) and logistical difficulties (69%, 53/77). Most schools (55%, 42/77) assess wellness, predominantly using AAMC national surveys (90%, 38/42); established instruments for burnout (16%), depression (14%), and anxiety (13%) were uncommon. Only 20% (15/76) collected demographic data alongside wellness metrics—a critical gap for identifying disparities. Half (51%, 39/76) evaluate program effectiveness, primarily through AAMC survey rather than pre-/post-intervention assessments (21%) or longitudinal tracking (26%) with established tools. Evaluation barriers included limited staffing/time (54%) and poor student participation (44%). Discussion: This national survey reveals widespread wellness curricula and organizational infrastructure but significant evaluation gaps. While mistreatment policies are common, wellness promotion in daily education requires strengthening, including faculty development. Critically, few programs collect demographic data—essential for identifying disparities and advancing equity in wellness initiatives. Assessment practices rely heavily on AAMC surveys with limited wellness-specific data. Programs should adopt brief established measures for longitudinal, iterative assessment alongside demographic data to identify at-risk populations, track disparities, and ensure equitable wellness support. These findings provide a national baseline for evidence-based wellness program development. Target audience: Faculty, staff, and student representatives in medical education involved in student affairs, well-being, curriculum development, and student support services. Takeaways are applicable to parallel stakeholders in other health-professions programs.
From Yissacharov to a Statutory Exclusionary Rule: What Has Changed Following the Enactment of Section 56A of the Evidence Ordinance?
(2025) Rubinstein, Guy
Stealing the Deity’s Wife: Poetry, Scandal, and the Rite of Utagaki
(2026-02-05)
Review of Telecollaboration Applications in Foreign Language Classrooms
(University of Hawaii National Foreign Language Resource Center, 2026-02-02) Wu, Sumei; Huang, Hui-Wen
Agency to autonomy in mediated data-driven learning: A longitudinal study
(University of Hawaii National Foreign Language Resource Center, 2026-02-02) Oh, Sun-Young; Moon, Soyeon
Drawing on Sociocultural Theory (SCT), this longitudinal case study examines how secondary EFL learners exercise agency, engage, and develop autonomy within digitally mediated data-driven learning (DDL). It began with a 16-month compilation of a local learner corpus, followed by 7 months of four pedagogical phases—paper-based, hands-on, customized, and self-directed—progressing from teacher-guided instruction to autonomous engagement. Multimodal data reveal that learner autonomy in DDL goes beyond technical mastery of corpus tools; it unfolds as a socially, emotionally, and contextually mediated process shaped by identity, affect, and strategic growth. Suho, the Planner, progressed through structured, scaffolded support, while Jimin, the Seeker, exercised exploratory agency through multimodal engagement aligned with personal interests. Theoretically, the study extends SCT by demonstrating reciprocal mediation in digital learning environments and highlighting the interdependence between agency, identity, and affect. Pedagogically, findings underscore the central role of teacher expertise—particularly adaptive technological, pedagogical, and content knowledge—in making DDL accessible and sustaining learner engagement. Methodologically, the study highlights the value of longitudinal, multimodal, and ecologically situated approaches for capturing the process of agency, engagement, and autonomy.