Doctor of Philosophy (PhD), Wright State University, 2017, Engineering PhD

Employing effective and modern educational systems that support augmented learning methods such as mobile-based learning, may offer a promising solution to lowering dropout rates and to improving learning interests in engineering education. Mobile-based learning is capturing tremendous attention due to the affordances mobile devices can offer. This project outlines efforts to integrate mobile-based educational technology into the classroom. Leveraging the affordances, we designed a mobile augmented education tool for basic math and physics concepts that allows access to information and additional learning content within the context of classroom learning. Results from the study indicate that there is significant improvement in overall performance in mathematics and physics for all students. Based on the form-factor analysis, we found that the students highly preferred 7-inch tablet devices for the overall presentation of the content and portability. This research aims to present the framework and design guidelines for mobile-based augmented learning tools intended to enhance engineering education. The design guidelines presented in this research can universally be applied for any classroom assisting mobile augmented education tool. Structural equation model analysis of the questionnaire based data collected from the students also suggests that the designed model predicts the behavioral intention of the test participants accurately. It also proves the validity and reliability of the collected data. Model development process forms a systematic metric to understand the performance of mobile augmented education tools and develops a framework to assess the students' overall attitude towards it. According to the horizon report, as education practices move from formal to informal and collaborative, mobile devices are playing a major role in the transition process. This research is an attempt to provide students with an ability to leverage their day to day devices to assist (open full item for complete abstract)

Committee: Subhashini Ganapathy Ph.D. (Advisor); Mary Fendley Ph.D. (Committee Member); Xinhui Zhang Ph.D. (Committee Member); Nathan Klingbeil Ph.D. (Committee Member); Wayne Grant Ph.D. (Committee Member); Ling Rothrock Ph.D. (Committee Member) Subjects: Education; Engineering

Doctor of Philosophy, The Ohio State University, 2015, Anatomy

There continues to be a decrease in contact hours for anatomy sub-discipline instruction to medical students. Along with the change in contact hours, medical schools are transitioning from individual discipline-based courses to integrated curricula. Medical educators have attempted to counteract the decrease in time spent with the students by creating numerous electronic learning (e-learning) and mobile learning (m-learning) resources. The powerful hardware and software within mobile devices like Apple's iPad allows developers to create intuitive, interactive and effective mobile applications (apps). Medical educators to this point have not taken advantage of the mobile technology available to create an integrated anatomy resource to supplement the integrated curricula of current medical schools. The goal of this study is to: 1) Assess the current state of mobile technology usage by medical students; 2) develop a novel integrated anatomy mobile app (i.e., 4natomy); 3) measure the acceptance and usage of the mobile app by medical students; 4) gather feedback to determine the future viability of the mobile resource. The outcomes from a group interview conducted with second year medical students within an integrated curriculum revealed that they use multiple devices while studying and are very comfortable with mobile technology. The students collectively downloaded forty-eight different mobile apps for studying purposes and gross anatomy was the discipline with the most commonly downloaded app. Students prefer anatomy apps with three-dimensional (3D) models, as well as detailed text descriptions and had a high response rate (98.3%) in regards to their interest in using an integrated anatomy app. The 4natomy mobile app of the spinal cord was developed through collaborations with computer science and digital design students to reflect responses from the focus group. The app was distributed during the neurological disorders learning block at The Ohio State Univers (open full item for complete abstract)

Committee: John Bolte (Advisor); Jennifer Burgoon (Committee Member); Eileen Kalmar (Committee Member); Kirk McHugh (Committee Member) Subjects: Anatomy and Physiology

Master of Science, University of Toledo, 2020, Engineering (Computer Science)

Technology developments and the growth in the use of the Internet through mobile devices have contributed to greater visibility of cybercrime by organizations and individuals. As teens are easy targets of these cybercrimes, they need to be trained on developments in cybersecurity as educating students on current cyber attacks is seen as a powerful tool to teach cybersecurity. This work presents a pedagogical strategy to train students to recognise and respond to potential attacks to alleviate them. This is achieved by cybersecurity activities based on observational, experiential, and real-life practice. Two malicious phishing android applications have been developed, namely Social-Phish, Chat-Phish, and one focusing on cyber-secure practices, namely Quiz Your Permissions. By thoroughly exercising the application, psychological learning is emphasized in this approach. The underlying objectives of this research are to establish a security mindset, to raise awareness of threats associated with the use of smartphones and tablets, and to instill interest among high school students in cybersecurity careers.

Committee: Ahmad Y Javaid (Committee Chair); Devinder Kaur (Committee Member); Weiqing Sun (Committee Member) Subjects: Computer Engineering; Curriculum Development; Education

PHD, Kent State University, 2020, College of Public Health

Background: People living with lupus (PLWL) face a difficult and uncertain disease that includes both exacerbations and remissions. Symptom knowledge and self-management are key to preventing complications. The LupusOhio mobile device application assists with education and management of lupus, but it has yet to be evaluated. Objective: The aims of this exploratory, concurrent mixed methods study include: 1) understanding existing users' perceptions of the LupusOhio mobile application in terms of usability and value; and 2) assessing new users' lupus knowledge and self-management before and after using the LupusOhio mobile application. Methods: Recruitment was determined based on responses to an email sent to PLWL living in Ohio (n=1,399). Of 102 respondents to the link, 94 (92.2%) completed the preliminary survey. Sixty-two (65.9%) had never used the LupusOhio mobile application. These respondents were asked to download, use the LupusOhio mobile application, and log perceptions for one month. Previous users were invited to participate in face-face interviews (n=7), centered on eliciting their perceptions of app usability and value. Results: Feedback from the interviews were similar to findings of the intervention. Interviewees revealed that the LupusOhio mobile application was an effective tool for providing basic material. Half of new users rated the LupusOhio mobile application as very helpful or helpful (50.0%) and very valuable or valuable (50.0%). Pretest/posttest lupus knowledge scores did not improve (M=9.00, SD=1.09; M=8.06, SD 3.04), which may indicate there was not enough time for change to occur. There were two significant findings for self-management for new users. Top three areas opened in the app included: My Lupus Answers (83.3%); Events (61.1%); and News (50%). These findings are consistent with feedback from the interviews. Conclusions: This study revealed that PLWL who used the LupusOhio mobile application agreed that the app was a useful to (open full item for complete abstract)

Committee: Mary Step PhD (Committee Co-Chair); Eric Jefferis PhD (Committee Co-Chair); Margaret Stephens PhD (Committee Member); Joel Hughes PhD (Committee Member) Subjects: Public Health

PHD, Kent State University, 2005, College of Education / Department of Teaching, Leadership and Curriculum Studies

This study investigates the effect of handheld computer integration in a secondary social studies methods course on the attitudes of pre-service teachers toward technology integration in social studies classrooms. An existing instrument, the Computer Attitude Scale (CAS), was modified into the Handheld Computer Attitude Scale (HCAS), and pilot tested with a sample of 94 pre-service teachers in secondary social studies, math, and language arts training programs at a public university in the Great Lakes Region. During the 2003-2004 academic year, the HCAS was administered three times to this pilot sample, and was found to measure three underlying factors: handheld anxiety, handheld usefulness, and working with handheld computers. Both validity and reliability were established for a shortened, 27-item instrument. The main phase of the study examined the effect of handheld computer integration on pre-service teacher attitudes toward technology integration in secondary social studies classrooms. Participants during this phase consisted of 36 pre-service teachers enrolled in two sections of a secondary social studies methods course at the same institution as the participants in the pilot sample. Participants completed the HCAS three times throughout the 2004-2005 academic year. Repeated measures MANOVA indicated that there is a statistically significant, positive difference over time of the combination of the three factors (handheld anxiety, handheld use, working with handhelds) across groups. This means that handheld use in a pre-service teacher social studies course has a positive effect on pre-service teachers' attitudes toward handheld computers over time. Univariate, post-hoc analysis showed that there is a statistically significant, positive difference over time for the factor handheld use only. The results emphasize the importance of validating instruments with a similar sample before actual data is collected. Moreover, the findings from the main study provide caut (open full item for complete abstract)

Committee: Alicia Crowe (Advisor) Subjects:

Doctor of Philosophy, The Ohio State University, 2024, Educational Studies

The transition from high school to college is challenging for many students. Moving from a highly structured educational environment to one with significantly less time spent in the classroom and less oversight can be academically detrimental for those who have not yet learned study habits that can support them in this transition. Executive function in the context of higher education looks like keeping track of assignment due dates, breaking projects into smaller chunks over time, planning time to complete work and study, and choosing to do homework or study when more attractive alternatives may be present. To be successful in college, students must learn study habits that support executive functioning. Mobile learning technology has evolved rapidly since the introduction of the smartphone. Students use their phones to communicate, complete work, check the weather, listen to music, scroll through social media, and occasionally make phone calls. Many of them, however, do not use their phones to help them organize or manage time. This empirical study explored the idea that an intervention using mobile learning technology could improve the motivation, concentration, and time management of first-year, traditionally aged, residential undergraduate students at a private liberal arts university in the Midwest of the United States. Using an experimental design and randomized control trials, students who used Google Calendar for six weeks were compared to students who did not. Both groups took the Learning and Study Strategies Inventory (LASSI), 3rd edition, before and after the intervention, and the scores on the motivation, concentration, and time management scales were analyzed. Two-factor, split-plot Analysis of Variance (ANOVA) tests were conducted with each of the three scales, and while concentration increased significantly for both groups, there were no significant differences between the groups over time. It was also hypothesized that the increase in motiva (open full item for complete abstract)

Committee: Ana-Paula Correia (Advisor); Penny Pasque (Committee Member); Tracey Stuckey (Committee Member) Subjects: Educational Technology; Higher Education

Master of Science (MS), Wright State University, 2022, Computer Science

Promoting awareness of social determinants of health (SDoH) among healthcare providers is important to improve the patient care experience and outcome as it helps providers understand their patients in a better way which can facilitate more efficient and effective communication about health conditions. Healthcare professionals are typically educated about SDoH through lectures, questionaries, or role-play-based approaches; but in today's world, it is becoming increasingly possible to leverage modern technology to create more impactful and accessible tools for SDoH education. Wright LIFE (Lifelike Immersion for Equity) is a simulation-based training tool especially created for this purpose. It is a mobile app that would be available on both Google Play and Apple Store for easy access to the providers. This highly realistic, interactive, and captivating app is essential for creating mindfulness about SDoH and generating long-lasting compassion and empathy in health care workers for their real patients and helping them to build a good clinician-patient relationship. An important aspect of this simulation is the realism of the characters and their behavior. This thesis specifically focuses on the strategy and experience of designing and developing realistic human character models and animations so that the players connect naturally and deeply with the virtual characters. This contributes to the generation of a greater level of empathy in the providers and decreases the level of biases. In addition to its contribution to creating efficient design methodologies, this effort also resulted in a portfolio of high-quality, low-memory multi-modal avatars resembling diverse people of various ethnicities, ages, body types, and gender.

Committee: Yong Pei Ph.D. (Advisor); Paul J. Hershberger Ph.D. (Committee Member); Thomas Wischgoll Ph.D. (Committee Member) Subjects: Computer Science; Design; Educational Software; Health Care; Information Technology; Systems Design

Doctor of Philosophy, The Ohio State University, 2020, English

Using a transdisciplinary, multi-method framework of queer rhetorics paired with kinky empiricism (Rutherford, 2012), this dissertation takes as its central concern the question: How can teachers work with students to invent and orient learning toward queer possibilities without reifying culturally oppressive norms through neoliberal accountability logics? This line of inquiry, established in Chapter 1, orients toward digital and multimodal compositions, which offer rhetorical power within and beyond the classroom. Furthermore, digital media composing, when oriented through queer rhetorics, can be a space for disidentifcation from institutionalized accountability logics and related oppressive systems (Munoz, 1999; Ahmed, 2006). In turn, this project studies assessment practices (Chapter 2), curricular developments (Chapter 3), and pedagogical engagements (Chapter 4) as conduits for queer possibilities in digital media composing classrooms. Chapter 2 troubles current neoliberal accountability logics while tracing counter-histories of assessment. Assessment, a notable concept in education and rhetoric, composition, and digital media studies, is easily positioned and co-opted by neoliberal accountability logics animated by learning outcome regimes. However, by engaging early discussions of assessment ethics, the social justice turn in assessment, and the affect of digital media/multimodal assessment, this project shows assessment can and should be (re)oriented as a tool of queer possibility through an ethic of response-ability. Following the theorization of the opening chapters, the third and fourth chapters are grounded by a practitioner inquiry project (cf. Cochran-Smith and Lytle, 1993; Nichols and Cormack, 2017), which collected and analyzed qualitative data in a digital media composing course. The data, when reviewed using qualitative data analysis methods, materialize and triangulate claims of queer possibilities in digital media composing by accounting fo (open full item for complete abstract)

Committee: Scott DeWitt DA (Committee Chair); Beverly Moss PhD (Committee Member); Christa Teston PhD (Committee Member); Eric Pritchard PhD (Committee Member) Subjects: Composition; Curriculum Development; Education Philosophy; Educational Theory; Higher Education; Literacy; Pedagogy; Rhetoric; Teaching; Technology

Doctor of Philosophy (PhD), Ohio University, 2019, Instructional Technology (Education)

The aim of mobile learning (M-learning) is to overcome traditional constrictions of education such as the place and the time at which learning occurs. M-learning has been investigated in many areas; however, the impact of M-learning on graduate international students and their experiences have not yet been investigated. The research aims to answer the following questions: 1) What are the international students' perceptions of M-learning in Instructional Technology program; 2) What are the international students perceived benefits and challenges of M-learning while using this method in their courses; and 3) How do participants describe their use of M-learning? To answer these questions, a modified version of the UTAUT2 model was used to analyze interview data from eight international student participants who at the time of the study were enrolled in a post-graduate instructional technology (IT) program. The UTAUT2 model was used to analyze adoption rate and usage M-learning among specific populations by investigating how performance expectancy (PE), effort expectancy (EE), and social influence (SI) determine behavioral intention (BI) to integrate. Data from the interviews were analyzed by using thematic analysis to identify relationships and patterns. The researcher developed narrative stories for each of the interviews to discover the overarching ideas. Identifying the key themes led to discovery of relationships, patterns and ideas to answer the research questions and to add to wider discussion on M-learning in the international student community in the United States. Findings suggest that M-learning may help increase learning productivity and academic gains. M-learning is convenient due to accessibility and usability and is becoming more ubiquitous in the informal learning setting. Participants indicated that they are likely to implement a hybrid model of face-to-face and M-learning techniques and tools in their teaching practice because it helps increase interact (open full item for complete abstract)

Committee: Greg Kessler (Committee Chair); Krisanna Machtmes (Committee Member); Danielle Dani (Committee Member); Min Lun Wu (Committee Member) Subjects: Education; Educational Technology; Instructional Design; Social Studies Education

MS, Kent State University, 2017, College of Arts and Sciences / Department of Computer Science

Mobile apps and devices provide educators and students many advantages over traditional education technology such as being interactive, immersive and engaging, increase in student's motivation and the ease of personalized and collaborative learning. Research also has provided some evidence that mobile apps and devices are also being used to support learners with special needs and disabilities. Thousands of special educational applications are launched on the iTunes and Google Player daily, but the question for parents, educators, and therapeutic professionals is, how they can identify which applications are worth using. Additionally, in order to know how to effectively use mobile applications in the classroom, educators, and therapeutic professionals need some professional instructional guidance. However, many teachers and therapeutic professionals have rarely received any formal training in the knowledge, skills, and practices that are necessary to integrate mobile technology in ways that will affect positive changes in students. New mobile applications are emerging every day, and one-time training is not possible. In this thesis, we aimed to design and implement a Special Education Apps information management system called SpedApps. SpedApps is not only a scientific, informative and timely applications management system, but also is a searchable online database that catalogs high-quality applications for special education, especially those focusing on science, technology, engineering, arts, and math (STEAM). The database categorizes each app by the app name, publisher, price, objective, content area, domain, audience, and disability tags. Most of the app evaluation reports contain an objective review, evaluating whether the app provides the information such as: practice, feedback, progress, usability, and customization. Users can query the database through different filters such as: app keyword search, app name search, cost, topic search, etc. We first (open full item for complete abstract)

Committee: Cheng-Chang Lu (Advisor); Richard Ferdig (Committee Member); Austin Melton (Committee Member); Xiang Lian (Committee Member) Subjects: Computer Science

MS, University of Cincinnati, 2014, Engineering and Applied Science: Computer Science

Assessment is critically important in medical education. Designing an effective assessment system, however, is very challenging. In this thesis, we developed a portable assessment system based on the Pediatrics Milestone project for fellows and faulty members in Cincinnati Children's Hospital Medical Center (CCHMC). The Pediatrics Milestone project is a joint initiative the Accreditation Council for Graduate Medical Education (ACGME) and the American Board of Pediatrics to assess resident physicians. Specifically, we first made necessary modification to original assessment framework for real applications on portable devices. Then, our pediatrics medical education assessment system was implemented with cutting-edge mobile technology. iPad from Apple Inc. was chosen by the users as the assessment system platform. Xcode was used for App development. User interface and database were designed on designated integrated development environment. The implemented assessment tool is planned to be used in medical education of CCHMC. With the help of advances in portable devices and applicability of Pediatrics Milestone project, assessment feedback to the students is meaningful and the implemented assessment strategy is anticipated to improve medical education.

Committee: Chia Han Ph.D. (Committee Chair); Yan Xu Ph.D. (Committee Member); Anca Ralescu Ph.D. (Committee Member) Subjects: Computer Science

Doctor of Education (Ed.D.), Bowling Green State University, 2014, Leadership Studies

Individual access to mobile devices has increased dramatically in recent years, and faculty and students are beginning to use smartphones and tablets to support teaching and learning. This correlational study surveys faculty and students at a private, liberal arts university to better understand perceptions about the devices for use in an academic setting. Student and faculty responses are compared using adopter categories and innovation attributes developed by Rogers' (2003) diffusion of innovations. Two survey instruments were developed for this study. The Faculty Smartphone and Tablet Diffusion of Innovations (FSTDIS) and Student Smartphone and Tablet Diffusion of Innovations (SSTDIS) were created based on a previous survey aimed at faculty adoption of a course management system. The surveys were sent to approximately 250 faculty members and between 1,700 and 1,900 students. Results from the surveys were used to address four research questions comparing faculty and students, as well as perceptions of the value of smartphones and tablets in higher education. Findings from this study can be used by university administrators to increase the adoption of mobile devices for academic purposes. Rogers' (2003) diffusion of theory provides a framework for technology adoption in organizations.

Committee: William Ingle (Advisor); Rachel Reinhart (Committee Member); Allison Goedde (Committee Member); Chris Wolverton (Committee Member) Subjects: Educational Leadership; Educational Technology; Higher Education; Higher Education Administration; Technology

MARCH, University of Cincinnati, 2010, Design, Architecture, Art and Planning : Architecture (Master of)

Due to increasing student enrollment, student diversity, and advances in technology, the spectrum and scope of educational practice should continue to transform and evolve. While educational facilities remain unresponsive to the compounding social and physical demands of contemporary higher learning, teaching models also succumb to a standardized educational practice limited by its physical environment. Currently, education has been based on classroom-centered teaching, and in turn, educational architecture has consisted of box rooms and connecting corridors. However, the pedagogic thinking and educational philosophy must change and cause a shift from teacher-centered instruction to an interdisciplinary approach. With research revolving around several educational journals, American universities and colleges can benefit from these European and Australian precedents by implementing innovative educational models into their curriculums and embrace learning environments that will extend beyond the limits of the classroom. By evaluating designs based on the evolution of the American school as a building typology and predicting the future of higher learning based on the progressing pedagogical shift, this thesis explores new generation learning environments as social entities which will promote interdisciplinary interaction among students and faculty and will challenge the status quo in current education. Fixed within an urban context, the future Interdisciplinary Studies Center at Emerson College will act as a model for educational facilities to encourage more dynamic interactions and exhibit new methods and strategies for transforming educational space and programs.

Committee: Aarati Kanekar PhD (Committee Chair); George Bible MCiv.Eng (Committee Chair) Subjects: Architecture

MARCH, University of Cincinnati, 2008, Design, Architecture, Art and Planning : Architecture (Master of)

By allowing all members of a community to participate in and interact with art, this project will benefit the whole of a region and move its focus to the knowledge gained through the creative process. By evaluating existing art studios, museums, art education methods, and libraries, positive and negative aspects of their user relationships become clearer. The concepts of scale, accessibility, flexibility, and interactivity represent several important factors ignored by older examples. Meanwhile, newer institutions embody the concepts of adaptability, opportunity, and community involvement. Through blending methods of education, exhibition, and resource collection, a better typology will arise to more effectively serve its community. Such a project requires a revised understanding of art, its makers, and contexts. This new paradigm will return art to the public to demonstrate its importance as a process of collaboration and education not a final, isolated product.

Committee: Elizabeth Riorden (Committee Chair); Tom Bible (Committee Chair) Subjects: Adult Education; American Studies; Architecture; Art Education; Continuing Education; Design; Education; Educational Theory; Elementary Education; Fine Arts; Folklore; Museums; Personal Relationships

Master of Science in Engineering (MSEgr), Wright State University, 2013, Biomedical Engineering

In medical domain, mobile computing has proven to be convenient, effective, and productive. With varying screen sizes, there is a challenge to present the right information in the right format such that medical practitioners can access information quickly. In this thesis, we discuss how mobile computing can be used as a way of continuous education for medical practitioners in the field of trauma and surgical care, and provide design guidelines on how to effectively present information on different mobile form factors. The focus is on three screen sizes- 4.7, 7 and 10.1 in., and three interaction methods – dropdown, slide, and tab menu. Results indicate that medical practitioners preferred 7 in. device that enabled them to have information at a glance and aid them in surgical decision making. In addition, the tab menu was the most convenient, intuitive and attractive out of the three interaction methods.

Committee: Subhashini Ganapathy Ph.D. (Advisor); Mary McCarthy M.D. (Committee Member); Chandler Phillips M.D. (Committee Member) Subjects: Engineering