DOCSLIB.ORG

Developing an Understanding of How College Students Experience

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Developing an Understanding of How College Students Experience University of Nebraska - Lincoln DigitalCommons@University of Nebraska - Lincoln Educational Administration: Theses, Dissertations, Educational Administration, Department of and Student Research Spring 4-20-2015 Developing an Understanding of How College Students Experience Interactive Instructional Technology: A UX Perspective Adam Wagler University of Nebraska-Lincoln, [email protected] Follow this and additional works at: https://digitalcommons.unl.edu/cehsedaddiss Part of the Communication Technology and New Media Commons, Educational Assessment, Evaluation, and Research Commons, Higher Education and Teaching Commons, Instructional Media Design Commons, and the Scholarship of Teaching and Learning Commons Wagler, Adam, "Developing an Understanding of How College Students Experience Interactive Instructional Technology: A UX Perspective" (2015). Educational Administration: Theses, Dissertations, and Student Research. 228. https://digitalcommons.unl.edu/cehsedaddiss/228 This Article is brought to you for free and open access by the Educational Administration, Department of at DigitalCommons@University of Nebraska - Lincoln. It has been accepted for inclusion in Educational Administration: Theses, Dissertations, and Student Research by an authorized administrator of DigitalCommons@University of Nebraska - Lincoln. DEVELOPING AN UNDERSTANDING OF HOW COLLEGE STUDENTS EXPERIENCE INTERACTIVE INSTRUCTIONAL TECHNOLOGY: A UX PERSPECTIVE by Adam Wagler A DISSERTATION Presented to the Faculty of The Graduate College at the University of Nebraska In Partial Fulfillment of Requirements For the Degree of Doctor of Philosophy Major: Educational Studies (Instructional Technology) Under the Supervision of Professor Allen Steckelberg Lincoln, Nebraska March, 2015 DEVELOPING AN UNDERSTANDING OF HOW COLLEGE STUDENTS EXPERIENCE INTERACTIVE INSTRUCTIONAL TECHNOLOGY: A UX PERSPECTIVE Adam Wagler, Ph.D. University of Nebraska, 2015 Adviser: Allen Steckelberg Technology is increasingly mobile and social, resulting in dynamic digital and interactive environments. The ubiquitous nature of interactive instructional technology presents new paradigms for higher education, creating challenges for instructors to compete for time and attention as students are bombarded by information in a digital, media rich world. The problem being studied, with all of these technological advancements, is how instructors can approach these challenges from a user experience (UX) perspective. A macro level view sees college students taking multiple courses at a time, over many semesters, and using different interactive instructional technology that mix with other forms of online media consumption. The purpose of this qualitative case study is to describe the experiences with interactive instructional technology from the perspective of college students at a large Midwestern university. A combination of cognitive load theory, communications strategy, and UX perspective is used to provide a structure that higher education faculty and administrators can use to approach content strategies, technological advances, and student perceptions throughout their college education. Focus groups with college students found communication is the number one priority when using interactive instructional technology. However, as more social media is adopted, the line between personal and professional lives is being blurred for better or worse. Technological advances introduce layers of separation between student and faculty, as well as student and course content, which all impact motivation. Students want faculty to be comfortable with the technology to build trust and confidence with their interactions. There will always be technology problems, but students now need to actively solve problems when technology isn’t working. The significance of this study informs educators of issues they could expect when teaching with technology and offer ideas to integrate it in appropriate ways. Students offer a number of suggestions and UX tools are provided to improve student experiences with interactive instructional technology. iv Table of Contents Abstract ............................................................................................................................... ii Table of Contents ............................................................................................................... iv Figures and Tables ............................................................................................................. ix Chapter 1 – Introduction ..................................................................................................1 Rationale for the Study ............................................................................................ 4 Rationale for Qualitative Methods .......................................................................... 6 Statement of Problem .............................................................................................. 6 Research Questions .................................................................................................. 7 Chapter 2 – Literature Review .........................................................................................9 What is User Experience? ........................................................................................ 9 Cognitive Processes and UX ................................................................................. 14 Attention. ...................................................................................................... 15 Cognitive Load. ............................................................................................. 16 Cognitive UX Interplay with Affective Theories .................................................. 19 Interactive Instructional Technology in Higher Education ................................... 21 Moving Forward with a UX Perspective ............................................................... 24 Chapter 3 – Methodology ................................................................................................28 Case Selection and Participant Sampling .............................................................. 30 v Data Collection ...................................................................................................... 30 Focus groups. ................................................................................................ 31 Learning environment observation. .............................................................. 33 Institutional resources. .................................................................................. 34 Data Analysis ......................................................................................................... 34 Validity ................................................................................................................... 35 Reflexivity. .................................................................................................... 35 Chapter 4 – Findings .......................................................................................................37 Communication as the Number One Priority ........................................................ 38 Prioritizing communication. ......................................................................... 38 Follow through. ............................................................................................. 40 Professors don’t use tech the same way students do. .................................... 41 Line between Personal and Professional Lives ..................................................... 43 Line between personal and professional. ...................................................... 43 Setting boundaries. ........................................................................................ 44 Part of our everyday lives. ............................................................................ 45 You need to Twitter. ..................................................................................... 46 Interactive Instructional Technology Creates Layers of Separation ..................... 50 Layers of separation. ..................................................................................... 50 Zero interactivity. .......................................................................................... 51 vi Three hours long, that is absurd. ................................................................... 53 Couldn’t have done it at my house. .............................................................. 55 Educating each other. .................................................................................... 56 Familiarity with the Interactive Instructional Technology Used .......................... 58 Be familiar with tech you are using. ............................................................. 58 More motivation if tech works. ..................................................................... 60 Don’t fake it. ................................................................................................. 61 One experience is all it takes. ....................................................................... 63 Ask for help. .................................................................................................. 63 Building Trust with Interactive Instructional Technology .................................... 65 How can I trust you? ....................................................................................
Load more

Recommended publications
  • New Undergrad Bulletin.Qxp
    The Felician Sisters conduct three colleges: Felician College Lodi and Rutherford, New Jersey 07644 Villa Maria College Buffalo, New York 14225 Madonna University Livonia, Michigan 48150 MADONNA UNIVERSITY The , the first initial of Madonna, is a tribute to Mary, the patroness of Madonna University. The flame symbolizes the Holy Spirit, the source of all knowledge, and signifies the fact that liberal arts education is the aim of Madonna University whose motto is Sapientia Desursum (Wisdom from Above). The upward movement of the slanted implies continuous commitment to meeting the ever growing educational needs and assurance of standards of academic quality. The box enclosing the is symbolic of unity through ecumenism. The heavy bottom line of the box signifies the Judeo-Christian foundation of the University. (The Madonna University logo was adopted in 1980) Madonna University guarantees the right to equal education opportunity without discrimination because of race, religion, sex, age, national origin or disabilities. The crest consists of the Franciscan emblem, which is a cross and the two pierced hands of Christ and St. Francis. The Felician Sisters' emblem is the pierced Heart of Mary, with a host symbolizing the adoration of the Eucharist through the Immaculate Heart, to which the Community is dedicated. The University motto, Sapientia Desursum, is translated “Wisdom from Above”. MADONNA UNIVERSITY Undergraduate Bulletin Volume 38, 2004 - 2006 (Effective as of Term I, 2004) Madonna University 36600 Schoolcraft Livonia, Michigan 48150-1173 (734) 432-5300 (800) 852-4951 TTY (734) 432-5753 FAX (734) 432-5393 email: [email protected] Web site: http://www.madonna.edu Madonna University guarantees the right to equal educational opportunity without discrimination because of race, religion, sex, age, national origin, or disabilities.
    [Show full text]
  • Coil Loop for Exhaust-Air Energy Recovery
    Coil loop for exhaust-air energy recovery An exhaust-air energy-recovery system can reduce utility costs by capturing and using energy that would normally be lost to the Devices (including total- exhaust air stream. energy wheels and heat pipes) other than the coil A coil loop can be applied either to the primary supply-air system loop described here can or to independent systems such as the dedicated ventilation exchange sensible and/or system that serves a laboratory. The effectiveness of the coil latent heat for energy loop typically ranges from 45 percent to 60 percent for recovery. recovering sensible heat. Figure 4–2 illustrates how the coil loop works. During the heating season (Inset A), heat extracted from the exhaust air stream (EA) warms the air brought into the building. Operation of the coil loop is limited to prevent the supply-air temperature from exceeding the cooling set point. (This condition is most likely to occur on mild days during the spring and fall.) Preconditioning the outdoor air (OA) in this manner reduces the heating load, which in turn reduces the energy consumption of the HVAC system. Figure 4–2 Operating modes for coil-loop energy recovery Inset A • winter operation Inset B • summer operation Coil-loop operation reverses during the cooling season (Inset B). Sensible heat is extracted from the air brought into the building and is rejected to the cooler and drier exhaust air stream. This time, preconditioning by the coil loop reduces the cooling load and, in turn, the energy consumption of the HVAC system.
    [Show full text]
  • Copyrighted Material
    INDEX A Bertsch, Fred, 16 Caslon Italic, 86 accents, 224 Best, Mark, 87 Caslon Openface, 68 Adobe Bickham Script Pro, 30, 208 Betz, Jennifer, 292 Cassandre, A. M., 87 Adobe Caslon Pro, 40 Bézier curve, 281 Cassidy, Brian, 268, 279 Adobe InDesign soft ware, 116, 128, 130, 163, Bible, 6–7 casual scripts typeface design, 44 168, 173, 175, 182, 188, 190, 195, 218 Bickham Script Pro, 43 cave drawing, type development, 3–4 Adobe Minion Pro, 195 Bilardello, Robin, 122 Caxton, 110 Adobe Systems, 20, 29 Binner Gothic, 92 centered type alignment Adobe Text Composer, 173 Birch, 95 formatting, 114–15, 116 Adobe Wood Type Ornaments, 229 bitmapped (screen) fonts, 28–29 horizontal alignment, 168–69 AIDS awareness, 79 Black, Kathleen, 233 Century, 189 Akuin, Vincent, 157 black letter typeface design, 45 Chan, Derek, 132 Alexander Isley, Inc., 138 Black Sabbath, 96 Chantry, Art, 84, 121, 140, 148 Alfon, 71 Blake, Marty, 90, 92, 95, 140, 204 character, glyph compared, 49 alignment block type project, 62–63 character parts, typeface design, 38–39 fi ne-tuning, 167–71 Blok Design, 141 character relationships, kerning, spacing formatting, 114–23 Bodoni, 95, 99 considerations, 187–89 alternate characters, refi nement, 208 Bodoni, Giambattista, 14, 15 Charlemagne, 206 American Type Founders (ATF), 16 boldface, hierarchy and emphasis technique, China, type development, 5 Amnesty International, 246 143 Cholla typeface family, 122 A N D, 150, 225 boustrophedon, Greek alphabet, 5 circle P (sound recording copyright And Atelier, 139 bowl symbol), 223 angled brackets,
    [Show full text]
  • A Guide to Quarkcopydesk 8.5 CONTENTS
    A Guide to QuarkCopyDesk 8.5 CONTENTS Contents About this guide...............................................................................9 What we're assuming about you............................................................................9 Where to go for help..............................................................................................9 Conventions..........................................................................................................10 Technology note...................................................................................................10 The user interface...........................................................................11 Menus...................................................................................................................11 QuarkCopyDesk menu (Mac OS only)...........................................................................11 File menu.......................................................................................................................12 Edit menu......................................................................................................................12 Style menu.....................................................................................................................13 Component menu.........................................................................................................15 View menu.....................................................................................................................15
    [Show full text]
  • Traffic Control Design Overview June 2018 6
    For Work Zone Designers Technical Report Documentation Page 1. Report No. 2. Government Accession No. 3. Recipient’s Catalog No. 4. Title and Subtitle 5. Report Date Guidelines for Work Zone Designers - Traffic Control Design Overview June 2018 6. Performing Organization Code 7. Author(s) 8. Performing Organization Report No. William Bremer, Madhav V. Chitturi, Andrea Bill, David A. Noyce, and John W. Shaw. 9. Performing Organization Name and Address 10. Work Unit No. (TRAIS) Traffic Operations & Safety Laboratory University of Wisconsin – Madison 1415 Engineering Drive #2205 11. Contract or Grant No. Madison WI 53706 DTHF6114H00011 12. Sponsoring Organization Name and Address 13. Type of Report and Period Covered Federal Highway Administration Guidebook Office of Operations 1200 New Jersey Avenue SE 14. Sponsoring Agency Code Washington DC 20590 15. Supplementary Notes This material is based on work supported by the Federal Highway Administration. This publication does not constitute a national standard, specification or regulation. 16. Abstract Most State and many other transportation departments in the U.S. maintain roadway and/or work zone design manuals containing State specific regulations, policies, and design guidance for their designers and consultants to use. However, those manuals vary widely in the depth of coverage and the work zone design topics offered. National work zone design guidelines are lacking. This series of guidelines for work zone designers covers various work zone safety design topics for states, design manual decision makers, editors, and subject matter experts to develop or enhance their own guidance materials. “Guidelines for Work Zone Designers – Traffic Control Design Overview” provides a general overview in designing a work zone and is not intended to be a stand-alone document for designing work zone traffic control plans.
    [Show full text]
  • Remedy Volume 3 April ‘21
    red pocket. REMEDY VOLUME 3 APRIL ‘21 Letter from Table of the Editor Contents It’s been a difficult time. CONTACT US TRADITIONAL MEDICINE 4 Rena Su Last year was a year of tragedy - tinged by a global pandemic, the death of George Floyd, an anti-Asian hate crisis, and the crushing feeling of being alone. Isolated. Website: A DECEMBER DAY 6 redpocketmagazine.ca Kun Zhu However, Red Pocket Magazine’s team was determined to bring some form of goodness back into these moments. After much deliberation, we decided to encourage others to find “Remedy.” We asked E-mail: BETWEEN THE LINES 8 for stories that showed how we heal from emotions just as we heal from a fever or a headache. [email protected] Sophia Guan I must say, I was truly impressed by the sheer quality of the work we received. Every piece was Facebook: ALL I KNOW 12 beautifully crafted and embodied the message we wanted to convey with “Remedy”. facebook.com/redpocketmagazine Anonymous Submission If you find a soothing herbal broth to be your source of comfort, then Rena Su’s “Traditional Instagram: STANDING OVATION 15 Medicine” and Ian Wu’s “High Fever” might resonate with you. @redpocketmagazine Tiya Tanaka If you’ve ever experienced the long-lasting effects of racial discrimination, you might empathize with TikTok: RESPONSE TO FUSION 16 Jasmin Rostamirad’s “Once Upon a Time”. @redpocketmagazine Diane Huang If you find respite with nature and the outdoors, you might enjoy Beverly Ma’s painting “Fish and DAYLIGHT 17 Leaves” or Kun Zhu’s poem “Daylight”.
    [Show full text]
  • GRC 101 Sample Book
    GRC 101 Sample Book Secon 2 Samples Type & Typography Heading Using Blackleer Blackleer is a type classificaon that is calligraphic in nature. It used to be called Text. Some refer to it as Old English or Old German. Heading Using Novelty or Decorave Type Type that is designed to be used exclusively for decorave purposes, and are not suitable for body text. It is most commonly used in large type and is considered a display type. Most are full of personality and can only be used for specific messages. They are also referred to as a specialty font. These typefaces are designed that way. ALiEN is set in a novelty font that appears to be designed aer an alien language. Heading Using Script A script is a typeface that is designed so that it appears that words are set without liing the pen. You can see the excepon with the majuscule, when the “C” is not connected to the “a”. Heading Using Square Serif Typeface This large reversed type on the cover of seven magazine has square serifs, meaning that they don’t have any brackeng. Another name for this classificaon of type is slab serif or Egypenne (not because it looks like hierglyics, but because it became very popular during Queen Victoria’s reign when because of the archeological discoveries in Egypt a lot of things were influences by all things Egypan. EBrackeng E Heading Using Outline or Inline Type Outline type is designed so that there is no fill, only the outline of the leerforms. This can be done with soware, where the type is given a “no fill” and a “stroke” seng.
    [Show full text]
  • Text Project Within a 6 X 6-Inch Square, Compose the Text Provided Below in a Manner That Expresses Its Meaning
    text project Within a 6 x 6-inch square, compose the text provided below in a manner that expresses its meaning. Use Adobe Garamond and Adobe Garamond Expert only.* Use variations in alignment, leading, line length, orientation, and spacing. Avoid variations in weight or size. You may break the paragraph into smaller elements and distribute them within the square. Be sure to have a concept in mind as you work. warning week one: first draft, trimmed and mounted with Glue Stick No swimming or low-tack tape to 8.5 x 11-inch black board. The most common problem week two: second draft, still presented with temporary students encounter with this project mounting. is what I call “swimming.” This happens when you start changing final project: mount final print, trimmed, onto an 8.5 x 11-inch the size, style, spacing, and/or orientation piece of black board, using permanent double-stick tape. of the type from word to word or line to line without having a sense of *Acceptable alternative typefaces: Garamond 3, Stempel Garamond structure that holds the composition together. Avoid swimming by sketching use this text Print situates words in space more relentlessly than ideas before you start working on the writing ever did. Writing moves words from the sound computer. world to a world of visual space, but print locks words Read the text; understand its basic into position in this space. Control of position is meaning; break it into parts. How do everything in print. Printed texts look machine-made, those parts relate to typographic forms as they are.
    [Show full text]
  • Student Affairs Committee Annual Report, 2008-2009
    Student Affairs Committee Annual Report, 2008-2009 The Committee met seven times this academic year. We met on a rotating basis as to day so that all members of the committee could attend at least one meeting. It was gratifying that our student representative, James Gale, attended all of our meetings and was an active participant. Student Affairs took up the following issues: 1. The Center for Academic Excellence: The Committee held an initial meeting where questions were forthcoming. The chair questioned Dean Thompkins as to the answers to those questions. As a follow up we held a joint meeting with Faculty Affairs and Curriculum and Instruction Committees with Deans Kummler and Thompkins as the guest speakers. A joint memo written and signed by the three chairs was forwarded to the Policy Committee. 2. The last day to withdraw: The Committee agreed that the last day to withdraw should be moved up to earlier in the semester, but not so early as to impact on the student’s financial aid. Consensus was that it should be at the end of the ninth week. Faculty wanted more notice than is currently required. 3. Housing: Tim Michael, the Director of Housing came and presented the changes in Housing and answered the questions that the committee had posed to him earlier. The new mission statement for housing is “Residential life at Wayne State fosters student learning and success through engaging residents in an intentional living-learning environment. Residents grow in self-awareness and cross-cultural understanding as they practice social and group development as members of a diverse group of Wayne State learners.” 4.
    [Show full text]
  • Make Your Mark 3 4 Make Your Mark Contents
    2 Make Your Mark 3 4 MAKE YOUR MARK CONTENTS Foreword 5 Introduction 7 ROBBIE 8 Luke Waller RUNAROUND 12 Kathrin Jacobsen REASON 16 Rugman CATCH A RABBIT 20 Ahn Zhe LIAR! 24 Jing X Hu LOST LITTLE ROBOT 28 Vaan Tsao ESCAPE! 32 Wes Louie EVIDENCE 36 Joseph Baker THE INEVITABLE CONFLICT 38 Kako 2 FOREWORD MAKE YOUR MARK Welcome to Make Your Mark, a series of experimental books “TO HAVE THE COURAGE designed to celebrate the fringe scientist, the artist, the visionary, TO MAKE THAT BLACK the out-there thinker, the mark maker that is in us all. MARK ON A SPARSE The history of the intentional mark is also the history of the WHITE PIECE OF PAPER evolution of the human, and crucial to this history has been the YOU HAVE TO BE VERY means with which we have made that mark. However, if the brush, the chisel or the wrench are tools from which we can – and have – CONFIDENT. IT’S THE conceivably imagined whole real worlds, then the computer, DEFINITION, THERE’S for all its extraordinary usefulness, receives short shrift as a maker of real marks. The digital is not, so goes the argument, the hand, NO GREY AREA. IT’S and where there is no evidence of the hand, so there is nothing BLACK OR IT’S WHITE.” of the human. Unrecognizable, it alienates. It fails to move us. The reality, of course, is that the computer is nothing like this. On the contrary: it is an enormously creative tool, and in the hands Rugman of some, the super few, it is the most radical mark maker we can possibly imagine.
    [Show full text]
  • Mechanical Report 3.Pdf
    Submission Category: Mechanical Systems Date: 23 January 2013 January 23, TEAM NEXUS 2013 Content The requirements of a typical elementary school, in conjunction with the socioeconomic conditions of the Reading school district necessitated unique design decisions and innovative solution. To achieve this, a set of categories was created to define the purpose of each space in the school. It was determined that the three major functions of the building included Experience, Community, & Education spaces. The function of these three unique aspects dictated the integrated design of the various building systems. This too, became a manner of dividing the building in terms of system types and discipline coordination. As such, these will be the key aspects of discussion and integration in the following content. Executive Summary 2 o Introduction o System Summary o Mechanical Design Goals 3 Passive Mechanical Solutions 4 o Building Envelope 4 Mechanical System Solutions o Heat Recovery 4 o Dehumidification/Humidification 6 o Heating, Ventilation, Air Conditioning 6 Coordination & Integration Conclusion Supporting Documentation / Appendix 16 Team Registration Number: 02-2013 Mechanical 1 January 23, TEAM NEXUS 2013 1. Executive Summary: 1.1 Introduction In designing a mechanical system for the Reading Elementary School many socioeconomic, constructability, and sustainability factors were taken into consideration. The preliminary/baseline calculations presented us with a 70,000 cfm and 190 ton load requirement for the building. The mechanical design criteria to reduce, recover, and reuse, in conjunction with the objectives of the other design disciplines, were met through the implementation of an integrated façade, a unique lateral duct configuration, in addition to an innovative Ethylene Glycol run-around system.
    [Show full text]
  • Indesign Basics FILE TYPES
    InDesign Basics FILE TYPES InDesign can import a wide range of graphics file formats. Consult with the service providers who will help you produce your document to clarify which formats to use. You can then plan your document around those formats and the options that best apply to your project. The following table summarizes what graphics formats would work best for the kind of document you’re designing. InDesign Basics GOOD DESIGN HABITS Create a document folder Before you begin a project, determine which files you’ll need and how you’ll store them. Create a folder for storing your document and its linked files. InDesign maintains links to files you place in a document, but if a link is bro- ken, InDesign looks for the file in the document’s folder. Storing a document and its linked files in the same folder makes it easy to move them from one computer to another. Storing files in one folder also ensures that InDesign finds the original graphics when printing a document. If InDesign cannot locate a linked graphic, it won’t reflect changes you make to the original graphic, and it may print the graphic poorly or not at all. If your project consists of multiple documents (for example, chapters in a book), you may find it useful to create a project folder that contains a folder for each document and its linked files. Consider using a template Use a template if you frequently create similar projects. Templates let you create consistent documents more quickly while protecting the original file.
    [Show full text]