MS, University of Cincinnati, 2024, Engineering and Applied Science: Biomedical Engineering

The use of ultrasound in speech therapy provides real-time visual feedback of tongue movement during speech. Ultrasound is a therapeutic tool for treating sounds with complex articulatory patterns and diverse populations, including individuals with speech sound disorders, hearing impairments, childhood apraxia of speech, and speech errors following a stroke. The benefits of ultrasound biofeedback therapy (UBT) for remediating speech deficits could be enhanced by integrating UBT into a real-time, gamified interface that provides real-time articulatory feedback and promotes an external focus of attention, reducing the complex cognitive demands required for standard UBT. Previous studies have shown that accuracy of American English rhotic /r/ can be predicted by a single parameter, d, the difference between tongue dorsum and blade displacements measured by ultrasound imaging during speech production. This parameter has classified speech productions of rhotic syllables as correct versus misarticulated with a classification accuracy up to 85%. However, implementation of this classification approach into real-time gamified UBT, including both measurement timing and establishment of difficulty levels for progressive therapy, would benefit from optimization that is clinically relevant to real-time gamified UBT and uses a larger dataset than previously analyzed. 2,300 productions of 10 distinct rhotic syllables (including prevocalic and postvocalic contexts) from 49 children, with and without speech errors, were analyzed. For each production, ultrasound image sequences were processed by TonguePART software to acquire tongue displacement trajectories, and accuracy was judged by trained listeners using a visual analog scale (VAS). For each syllable, receiver operating characteristic (ROC) curve analyses using an 8-fold cross validation method were conducted to optimize selection of the image frame approach for classification using the d parameter and determine parameter thresh (open full item for complete abstract)

Committee: T. Douglas Mast Ph.D. (Committee Chair); Michael Riley Ph.D. (Committee Member); Kevin Haworth Ph.D. (Committee Member); Suzanne Boyce Ph.D. (Committee Member) Subjects: Biomedical Research

Master of Science (M.S.), University of Dayton, 2024, Mechanical Engineering

The average physical therapy clinic lacks the funding and resources to install highly specific movement assessment and rehabilitation tools. Moreover, engagement of patients during rehabilitation is difficult to maintain due to the mundane nature of the routines. Virtual Reality (VR) systems have the capacity to become an all-in-one system that gives an engaging and highly customizable experience for each user. VR also incorporates wearable sensors that allow for tracking the position and orientation of individual segments. This study has two primary aims, the first is to validate that a VR system is capable of upper extremity movement motion capture comparable to the golden standard of infrared motion capture. The second aim is to assess movement task data extracted from a VR game to see if quantification of a cohort with spinal cord injury (SCI) is possible through a simulated task. Two cohorts were included in this study, a group of persons with history of SCI (n=7), and a control group (n=9). Each participant was asked to play a modified commercially available VR game known as BeatSaber. The levels were separated into therapy-based mirrored, opposing, and unilateral tasks. Moreover, each task was defined by its position and orientation relative to the user. Additionally, task color was used to distinguish which hand to perform the task with. Results from the VR system compared to the IR system showed that the overall error between the two systems was on average between 4.2°-8.6° and showed small instantaneous errors with all joint angles being less than 2°. Moreover, the instantaneous error was even lower at peak values reported in the IR system. Results allowed for a comparison of performance data for a combination of seven SCI with seven age and gender matched control groups. Task related data showed that SCI tended to have asymmetrical impact from injury and performed worse compared to the control group.

Committee: Allison Kinney (Advisor); Megan Reissman (Advisor) Subjects: Biomechanics; Biomedical Engineering; Biomedical Research; Mechanical Engineering; Rehabilitation

Bachelor of Business Administration (BBA), Ohio University, 2024, Business Administration

This thesis presents Scoreboard for Excel, a pedagogical tool designed to improve student engagement in large undergraduate classes. Addressing the challenge of individualized learning in large settings, the study examines how Scoreboard for Excel integrates technology into education to foster engagement. The research highlights the limitations of current approaches and the unique benefits offered by Scoreboard for Excel, including real-time feedback, gamification, automated grading, and honesty controls. The methodology presents how Scoreboard was designed to be user-centered and aligned with pedagogical theory. The findings suggest that Scoreboard for Excel significantly enhances student motivation and learning outcomes by providing a more engaging, personalized, and interactive educational experience.

Committee: Raymond D. Frost (Advisor) Subjects: Educational Software; Educational Technology; Educational Theory; Information Systems

Doctor of Philosophy (PhD), Ohio University, 2023, Instructional Technology (Education)

ALNAIEEM, WAFA ABDULLAH, Ph.D., December 2023, Computer Instructional Technology, Department of Educational Studies Formative Assessment of Gamification Application and Performance in Mathematics Education: A Case Study of Ten Elementary School Mathematics Classrooms in America Director of Dissertation Proposal: Greg. Kessler This research paper examines the application and performance of gamification through the use of Kahoot in elementary Mathematics classrooms. The participants were10 elementary school Mathematics teachers from across the United States. All data were collected over one semester through interviews questions and, subsequently, findings presented a case study.

Committee: Grege Kessler (Advisor) Subjects: Educational Evaluation; Educational Technology; Elementary Education

Master of Arts (MA), Bowling Green State University, 2023, Mathematics/Mathematics (Pure)

In gamification, one of the most used game design elements is the leaderboard, a scoreboard showing participants' current scores and rankings. Though many studies suggest the positive effects of the leaderboard on participants' learning and motivation (Kalogiannakis et al., 2021), research also shows that not all students benefit from the use of the leaderboard (Andrade et al., 2016). A study was designed around the leaderboard game element, based on Self-Determination Theory (Ryan and Deci, 2017), to determine if students' perceived competence, autonomy, and relatedness during the mathematics game are related to their enjoyment and intention for future participation in such activities. This study was conducted during the Spring 2022 and Fall 2022 semesters in MATH 1190, Real World Math Skills, at BGSU. During a class session, students answered 24 problems in the form of a gamified quiz while a leaderboard was projected in real-time. At the end of this activity, students completed a survey made up of Likert questions related to their perceived competence, autonomy, and relatedness, and their enjoyment and intention of continued participation in the math game. Students' perceptions of the leaderboard-based game were articulated in their open-ended responses. This work will help math education researchers and educators understand why and how students respond to gamified activities differently. It will also provide insights about how to tailor leaderboard-based activities to optimize their effects on students.

Committee: Kimberly Rogers Ph.D. (Committee Chair); Mihai Staic Ph.D. (Committee Member) Subjects: Mathematics; Mathematics Education

Master of Science, The Ohio State University, 2023, Food Science and Technology

Panel performance is a measure of panel reliability and data actionability in sensory testing. However, it is challenging to ensure and/or improve panel performance based on the high variability of human assessors' responses during sensory testing. Poor panel performance leads to resulting data that lack actionable insights. Such outcomes contribute to wasted resources in product development. Motivation is included in the definition of engagement and is recognized as one of the key factors contributing to data quality from sensory panels. One potential solution to increase panelists' motivation is through the use of gamification, an effective design strategy to stimulate engagement and performance by applying game elements to targeted non-game environments. Previously, research demonstrated that embedding gaming elements improved panelist engagement, but the impact on performance was equivocal in a series of triangle tests performed in a single sitting. Alternative gamification models suggest that the application of random game elements is not an effective strategy and, instead, they should be optimized for an individual to maximize each subject's motivation. We hypothesized that optimizing the gamification design increases panelist engagement leading to improved performance under the following conditions: (1) increasing the duration of exposure to the gamification elements and (2) applying the Hexad User Type to characterize panelists into one of six user categories that provide corresponding game elements as motivation drivers with specialized mechanics. Presently, four descriptive analysis panels (n=8,7,7,6) were treated with a two-level factorial design with gamification elements applied during the training phase and/or evaluation stage (control/control, control/gamified, gamified/control, gamified/gamified). Over three gamified training sessions and/or one gamified blind testing session, panelists were repeatedlyexposed to nine game elements identified fr (open full item for complete abstract)

Committee: Christopher T. Simons (Advisor); Dennis Heldman (Committee Member); Luis Rodriguez-Saona (Committee Member) Subjects: Food Science

PHD, Kent State University, 2022, College of Education, Health and Human Services / School of Lifespan Development and Educational Sciences

Gamification is a promising method proposed to solve the motivational problems of online learners and enhance their performance. However, the evidence regarding why and how gamification might work and its effects on these outcomes is inconclusive. In order to provide more evidence to the ongoing discussion in the gamification field, the current study searched for the effectiveness of gamification on the intrinsic motivation, the psychological need satisfaction, and the performance of online learners. Applying the tenets of self-determination theory as a theoretical background, a gamified online learning environment with badges and freedom of choice was created in the TalentLMS. The results showed that badges have the potential to decrease the intrinsic motivation of learners and they do not fulfill the need for competence. However, freedom of choice indirectly increases the intrinsic motivation of learners through fulfilling the need for autonomy. Neither badges nor freedom of choice increased the performance of learners. In addition, it was found that different badge implementation designs (expected badges versus unexpected badges) yielded similar nonsignificant results. The theoretical and practical implications of the study are discussed.

Committee: Bradley J. Morris PhD (Advisor) Subjects: Educational Psychology; Educational Technology; Instructional Design

Doctor of Philosophy (PhD), Ohio University, 2022, Instructional Technology (Education)

This study aims to test the self-determination theory (Ryan & Deci, 2000) that relates the type of gamification activities based on the student hybrid player type to the engagement of undergraduate students at a Saudi Arabia public university. By measuring the influence of the type of gamification and the hybrid player types on the student's engagement. And the interaction effects exist when the influence on the type of gamification depends on the hybrid player types—using an experimental 2X4 factorial design to answer the research questions: 1. What is the impact of tailored gamification activities on students' engagement? 2. What is the relationship between students' hybrid player types and their engagement? 3. What is the interaction between tailored gamification activities and students' hybrid player types? One hundred forty-one undergraduate students registered at an online course in a Saudi Arabia public university female section participated by using the gamified activities in Moodle learning management system for ten weeks. Data collected using Moodle logs and analyzed by 2X4 two-way between-subjects factorial MANOVA test with the hybrid player type (Philanthropist, Socializer, Free Spirit, Achiever) and gamification activities (traditional, tailored) as the factors and points, time, and clicks as dependent variables. The finding agreed with the literature on the positive effect of tailored gamification on undergraduate students' engagement. However, more investigation is needed to understand how students' player type affects their engagement, the Gamification Hexad user type interaction with the tailoring of game elements, and if there is other mediated variable that affects the customization process from beneficial to overwhelming.

Committee: Greg Kessler (Committee Chair); Min Lun Wu (Committee Member); Gene Geist (Committee Member); Gordon Brooks (Committee Member); Jesse Strycker (Committee Member) Subjects: Education; Educational Technology; Higher Education

Master of Fine Arts, Miami University, 2022, Art

This research project outlines the mental health benefits of art-making and establishes exposure to artistic domains as essential to the art-making process. Understanding the role of intent in behavioral change established the need for external motivators, such as gamification, in the adoption of new habits. Pokemon Go players in Cincinnati, Ohio were studied to understand the relationship between virtual gameplay and physical spaces. Feminist geography and the principles of meaningful gamification informed the design solution, a location-based augmented reality game (LARG) that utilizes artwork by women as elements of gameplay to mitigate patterns of underrepresentation in the arts. The research showed that a LARG would not only increase engagement for those new to the arts but also for those already engaged by providing a new perspective on familiar experiences; travel between locations of gameplay also offers an additional landscape for cultivating meaningful engagement.

Committee: Zack Tucker (Advisor); Willie Caldwell (Committee Member); Eric Hodgson (Committee Member) Subjects: Arts Management; Fine Arts; Gender

MS, Kent State University, 2021, College of Arts and Sciences / Department of Computer Science

Because of increased access to technology among children and adolescents, they are an important up-and-coming group of computer users. However, there appears to be a gap in the research into mental models of computer privacy and security among adolescents. This thesis aims to combine the educational and gamified social network simulation known as "Digital-PASS" with open source tools for eye-tracking and analysis in order to: (1) establish mental models of social media privacy and security among adolescents, (2) compare those mental models with previously established computer security mental models, and (3) evaluate previous claims about player motivation and attention in the Digital-PASS game. By combining eye-tracking data with gameplay logs and survey data, this thesis hopes to identify those mental models in order to better inform future studies into how to communicate social media privacy and security risks to adolescents and provide recommendations on improving the effectiveness of the Digital-PASS model.

Committee: Kambiz Ghazinour Ph.D. (Advisor); Jong-Hoon Kim Ph.D. (Advisor); Gokarna Sharma Ph.D (Committee Member) Subjects: Computer Science

MDES, University of Cincinnati, 2020, Design, Architecture, Art and Planning: Design

A proliferation of introductory visual programming language raises the question of how to introduce VPLs to more creators and how to improve the usability and learnability of the VPL platform. This paper compares two different teaching methods and visual programming paradigm software to observe the influence of different factors on the use of visual programming software by adult learners in the designer group. A more constructive teaching style using gamification between participants and a more behaviorist teaching style using small lecture and interaction were exposed to participants in different instruction group. Different visual programming platforms were also tested in each group. User experience scores based on performance score and self-reported scores were collected during and after participants operating on the visual programming software. The independent-sample t-tests were used to answer the research question that: is there a mean difference in scores for operating and self-rating between different instruction groups and different visual programming platform. The test result shows that there is a mean difference in the efficiency (performance score) between the behaviorist instruction approach and the constructivism instruction approach for using visual programming software. The performing scores in the constructive teaching group are statistically significantly higher than the performing scores in the behaviorist teaching group. In addition, designers who exposed to the imperative visual programming software also perform better than those exposed to declarative visual programming software. The study of constructive education in teaching visual programming language worth further exploration, in fact, under the trend of digital learning, constructive learning mechanism and the auxiliary of visual programming, a combination of both to learn programming, especially for programming beginners' introductory courses, has a positive effect.

Committee: Renee Seward M.Des. (Committee Chair); Chia Han Ph.D. (Committee Member) Subjects: Educational Software

MAE, Otterbein University, 2019, Education

This study was a quantitative, quasi-experimental study, comparing 4 classes, studying an 8th grade science unit in a gamified classroom within a suburban middle school. A “Leveling Up” intervention was used in a gamified classroom with the experimental group and compared to a control group in a gamified classroom not using the leveling up intervention. The three driving questions of this study are: Q1)Does Gamification with Leveling Up Promote Learning in an 8th Grade Science Unit more than Gamification Alone? Q2) Does Gamification with Leveling Up Promote Motivation to Learn Science in an 8th Grade Science Unit more than Gamification Alone? And Q3) Does Gamification with Leveling Up Increase Students Perception of Their Motivation? The data showed no significant findings to improve achievement, homework completion or self reported motivation on the survey.

Committee: Paul Wendel (Advisor); Diane Ross (Committee Member); Dee Knoblauch (Committee Member) Subjects: Higher Education

MDES, University of Cincinnati, 2020, Design, Architecture, Art and Planning: Design

Traditional lecture models follow a heavily teacher-centric approach where professors talk for a lengthy duration of time and students only listen. This methodology is not as effective anymore. The current Generation Z have grown up with a dependence of technology, who have a distinctive learning style and manner of perceiving information. This is because K-12 education has evolved and is using a more interactive approach. Gamification has become popular in the education sector due to the conviction that it provides enhanced learning outcomes and builds motivation for students. This case study investigates gamification principles applied in an undergraduate lecture environment to increase learning retention, participation and enjoyment. There is an argument for the use of gamification teaching methods that transform traditional lecture structures from passive learning environments into active, engaging experiences. A user-centered design course offered at a large Midwestern university follows a traditional lecture format and, for the purpose of this study, gamification strategies were introduced and evaluated for their impact on student engagement in the course. 150 students were part of the study and data was collected through surveys and group interviews. The results suggest that gamification is an essential part of improving the education system, especially in the lecture environment. It is important to create an environment where students are included in the teaching and learning process. However, since gamification is new and emerging, professors are still unclear on how to implement this system and need guidance. As much as gamification is about improving students' learning experience, it is important to consider the professor's perspective and knowledge of the theory since learning is a two-way communication. The professor should be provided with a gamification toolkit which has guidelines on how and when to effectively use gamified tools. The researcher has (open full item for complete abstract)

Committee: Craig Vogel M.I.D. (Committee Chair); Vittoria Daiello Ph.D. (Committee Member) Subjects: Design

MS, Kent State University, 2019, College of Arts and Sciences / Department of Computer Science

As a response to the overall lack of success in educating social media users about their digital security, this thesis seeks to test a new method of hands-on education based on the simulation and recreation of social media environments paired with realistic identity theft experiences as a means of creating first-hand experience under controlled conditions. This thesis lays out the basic details of the system then details the means by which this system was tested on multiple cohorts of high-school age students, and the resulting effects, gauged by survey results and through the analysis of logged performance records, that the system had on their overall awareness and attitude towards privacy security issues.

Committee: Kambiz Ghazinour (Advisor); Jonathan Maletic (Committee Member); Feodor Dragan (Committee Member) Subjects: Computer Science

MS, Kent State University, 2019, College of Arts and Sciences / Department of Computer Science

With the increased proliferation of social media in the modern age, education on the potential dangers facing consumers in social media has not kept a commensurate pace. Conventional education methods and standards have not proved to be effective in privacy and security education and increasing user awareness; newer methods to bring safety knowledge to the public need to be introduced. In this thesis, I propose education on usable privacy and security in a social media context utilizing an active-learning simulation-based framework that yields promising results, as it has in other fields. I then describe the challenges in building such a system for educating people about privacy and security in social media, propose a model named Digital-PASS, a simulation for raising privacy awareness and security on social media. This simulation model utilizes gamification as a principle means of user motivation. I then examine the effectiveness of this model through multiple case studies and then discuss findings.

Committee: Kambiz Ghazinour Dr (Advisor); Angela Guercio Dr (Advisor) Subjects: Computer Science

Doctor of Philosophy, The Ohio State University, 2018, East Asian Languages and Literatures

Gamification is an increasingly popular strategy applied to many aspects of our lives to optimize our experiences—including language learning. However, current educational applications of gamification are mostly directed to the surface level. There, people try to motivate learners by piling up various game elements. Although game elements can enhance short-term motivation, they are not effective in sustaining the motivation of adult learners if not appropriately integrated into the curriculum. The chapters in this dissertation discuss the fundamentals of applying gamification to the context of foreign language learning with a focus on Chinese as a Foreign Language (CFL) programs in post-secondary institutions. Chapter one revisits the concept of game because it requires a clear understanding of the connection between learning a language and playing a game to determine which game elements can synergize with CFL programs to optimize the learning process. The definition of gamification and noteworthy problems of CFL programs are also addressed in Chapter one. Chapter two to Chapter five each focuses on one problem, respectively. Chapter two discusses the relationship between language, culture, and game. The concept of game is viewed as a psychological reality that organizes human behaviors, because we attach different value or meaning to the same behavior in different games. Therefore, we can conceptualize the action of using language as recognizing the game being played and playing by its rules, which should be the core content of CFL programs. Chapter three focuses on the program goals and proposes to attach more importance to encouraging learners to pursue their individual goals, provided program directors expect to increase learners who can reach advanced levels. Chapter four explores how emotions can be elicited to enhance the learning experience based on examples from electronic games where emotion has been demonstrated to be an influential factor in the forma (open full item for complete abstract)

Committee: Galal Walker (Advisor); Mari Noda (Committee Member); Charles Quinn (Committee Member) Subjects: Foreign Language; Pedagogy

Doctor of Philosophy (Ph.D.), Bowling Green State University, 2018, Media and Communication

ABSTRACT When it comes to engaging our youth, education is an imperative topic of discussion. With the distraction of technology and mobile devices, engagement becomes a more challenging task for educators. Instructionally, traditional ways of delivering curriculum are struggling to compete with the engagement of video games and phone apps. Another element that creates complications for engagement during classroom instruction is neoliberalism. Educational institutions need to move away from the urgency and stress related to neoliberal policies implemented by the state. Navigating K-12 districts through the lens of a neoliberal society causes inequality and rushed curriculum delivery in public educational structures. Because of the high stakes and stress connected to state testing and school grade reports, our educational systems struggle to adopt solutions that significantly improve students' critical thinking skills, creativity and engagement. Various instructional design models, such as a gamification and play, are a successful way to utilize the research that is present in learning/cognitive theories and philosophical examination. Innovative instructional design models, such as gamification, would allow for our present educational systems to benefit from the past inquiry of scholars and philosophers grounded in educational advancement. Bringing together the successful ideas of the philosophers from our past and intertwining it with our current research, will create a platform and educational curriculum that will improve many facets of our educational system. More engaging lessons created from research in instructional design will better prepare students for college and career. Creating a varied learning environment for students to explore topics offered in their classes through a creative way, using gaming vocabulary, and the main framework of games, such as goals/objectives, feedback, unnecessary obstacles and connectedness, will offer the researcher an op (open full item for complete abstract)

Committee: Sandra Faulkner PhD (Advisor); John Dowd PhD (Committee Member); James Foust PhD (Committee Member); Clayton Rosati PhD (Committee Member) Subjects: Communication; Education

MDES, University of Cincinnati, 2018, Design, Architecture, Art and Planning: Design

The Cleveland Museum of Art, San Francisco MOMA, and Cooper Hewitt's new applications and interactives exemplify best-practices for museum embracement of technology. A detailed analysis of their approaches reveals how the appropriate application of technology coupled with play theory can radically change the experience and information available to the museumgoer. Providing different views, of both object and opinion, and making inaccessible archives and objects freely available can increase community outreach and visitor numbers. This thesis will look at how play, gamification, augmented reality, and social media elements can build upon these implementations and by improving the visitor experience, education and reach.

Committee: Craig Vogel M.I.D. (Committee Chair); Patrick Schreiber M.F.A (Committee Member); Renee Seward (Committee Member) Subjects: Design

EdD, University of Cincinnati, 2016, Education, Criminal Justice, and Human Services: Special Education

Gamification, or adding game like elements to non-game activities, has been used widely in a variety of industries to motivate people and is a strategy that educators are now using to motivate students in coursework. Previous research on gamification applied to educational settings is limited, and most of the available literature on gamification that claim benefits are either hypothesized or experienced-based without empirical research to substantiate it (Kim, 2015c). Outcomes from gamification studies have been varied, and this is likely due to the fact that few of the education-related studies isolated any specific gamification component, but instead lumped various components together to evaluate the effect making it difficult to determine which gamification components may be beneficial to student achievement and/or motivation and which may be detrimental. The purpose of this mixed methods study was to contribute to the existing body of literature and answer four specific questions about gamification components: how do the specific gamification components of unlimited lives, badges, and level-locking affect student achievement; is there a significant difference in achievement in extrinsically motivated students versus intrinsically motivated students in a gamified online course; what are student perceptions of the gamified components of unlimited lives, badges, and level-locking in an online course; and how do student perceptions of a gamified course correlate with data regarding student achievement. Of the three gamification components evaluated, unlimited lives was the only one that did not show any negative effects in terms of student achievement measured. In the badges course section, achievement was lowest for the assignments that had badges connected to them, while assignments that did not have badges connected were often at a higher level of achievement compared to other sections. Badges may, in fact, have negative effects on student achievement and more r (open full item for complete abstract)

Committee: Victoria Carr Ed.D. (Committee Chair); Catherine V. Maltbie Ed.D. (Committee Member); Mary Barbara Boat Ph.D. (Committee Member) Subjects: Educational Evaluation

Master of Education (MEd), Bowling Green State University, 2012, Technology Management

Motivating students to learn is one primary goal of education. The same students that are unmotivated in school are highly motivated to play digital games. However, educational games have not enjoyed the same success as commercial games. An alternative approach to transforming education is to apply the aspect of popular game design into the more traditional existing best practice within the schools. Gamification is the process of integrating digital game attributes into an academic curriculum utilizing things such as levels, challenges and rewards with the goal of increasing student engagement. Thus, designing educational curriculum in the same way that successful games are designed may lead to more effective teaching and learning. This study used a review of literature and experts to create a set of guidelines of digital game attributes and design that can be applied to a more traditional curriculum. One purpose of this guideline was to provide educators with an alternative method of curriculum design and content delivery. The second purpose of this guideline was to provide suggestions for how teachers as to how they might implement digital game elements into an academic setting.

Committee: Terry Herman PhD (Committee Chair); Larry Hatch PhD (Committee Member); Paul Cesarini PhD (Committee Member) Subjects: Education; Technology