Doctor of Philosophy (PhD), Ohio University, 2016, Instructional Technology (Education)

This study investigated the strategy of embedded questions in educational interactive videos. The educational videos were created and used in two versions: Video with Embedded Questions (VEQ), and Linear Video – a video without Embedded Questions (LV). Video was used as a medium to test the effectiveness of embedded questions strategy. The LV version provided the ability to control the timeline of instructions, whereas VEQ provided the ability to control the timeline of instruction and to interact with embedded questions. Both versions have covered two main topics: battery life reservation, and presentation skills. The VEQ had an embedded multiple-choice questioning system that shows a question up on an over-layered screen, with each of the three answers providing a specific scene as a confirmation feedback whether it is a wrong or correct answer. The dependent variables were comprehension and self-efficacy. Comprehension was measured by assessment scores, and self-efficacy was measured by average percentage from each item in the assessment. The independent variable was having embedded questions system. The methodology was a sequential explanatory approach; a quantitative experiment supported by a qualitative focus group interview. The experimental approach involved dividing the participants (60 graduate students) into a control group exposed to LV version, and an experimental group exposed to VEQ version, and testing them all via assessment designed to measure their comprehension. The findings and discussion are based on theoretical framework of learner control, self-efficacy, and instructional design of VEQ. The results showed a significant difference in terms of assessment average scores and self-efficacy for the favor of embedded questions. Effect sizes were found to be relevant to the usage of embedded questions and levels of self-efficacy; they were irrelevant to the topic of video or participant's gender. The effect size of embedded questions over ass (open full item for complete abstract)

Committee: David Moore (Advisor); Greg Kessler (Committee Member); Danielle Dani (Committee Member); Alan Wu (Committee Member) Subjects: Curriculum Development; Educational Evaluation; Educational Technology

Master of Science (MS), Ohio University, 2001, Mechanical Engineering (Engineering)

Application of web-based interactive and multimedia technology in an introductory engineering course

Committee: Bhavin Mehta (Advisor) Subjects: Engineering, Mechanical

Master of Education (MEd), Bowling Green State University, 2006, Career and Technology Education/Technology

Public education in the United States is in a notable state of transition regarding its use of computer technology as a tool to help educate K-12 students, but usage in the classrooms of American public schools is inconsistent and far from reaching its full potential, according to a report issued in 2003 by the National Research Council. Advocates who endorse interactive multimedia as part of computer based instruction believe that it can enhance teaching and learning because it can combine the benefits of visual and audio media with sophisticated programming to offer useful feedback during instruction. If interactive multimedia truly has the potential to enhance teaching and learning, then it should be studied. This descriptive study explored the use of interactive multimedia as an instructional resource in middle schools located throughout northwest Ohio. The research method for this study was a survey sent to middle school teachers. The sample was a stratified convenience sample of schools selected from urban, suburban, and rural communities throughout northwest Ohio. Teachers were asked if they used interactive multimedia in their classrooms, and were also asked what subject matter they taught, how many years they had been teaching, and what their gender was. A slightly larger majority of the teachers that responded to the survey indicated that they do use interactive multimedia as part of their classroom instruction, but responses were different between the strata, and it became apparent that most teachers still used interactive rarely during the school year. It was also discovered that a majority of teachers who indicated that they do not use interactive multimedia listed reasons that seemed more circumstantial in nature, rather than due to choice or personal preference not to use it. Lack of computers and lack of training emerged as the two most common deterrents as to why those teachers were not using interactive multimedia as part of their instruction. The (open full item for complete abstract)

Committee: Gene Poor (Advisor) Subjects: Education, Technology