Doctor of Professional Studies (D.P.S.) in Instructional Design Leadership, Franklin University, 2024, International Institute for Innovative Instruction

Many universities in the United States are experiencing a decline in student enrollment and struggling with poor retention rates. Student attrition has long been recognized as a critical issue for institutions of higher learning globally. The consequences of students failing to complete degree programs include reduced university revenues, which, in turn, can negatively impact the local economy. Given the broader issue of declining enrollment and retention across universities, it was particularly important to examine these trends within specific fields of study, such as music business programs. Understanding the unique challenges and opportunities within this niche can provide valuable insights for addressing retention issues more effectively. The research questions of this study were: (a) What are the positive and negative factors that music business program faculty, staff, and administrators perceive to impact student retention in music business programs?; and (b) What instructional design and curricular practices do music business program faculty, staff, and administrators perceive to impact student retention in music business programs? Participants were purposefully selected, including faculty, staff, and administrators. Data were gathered through semistructured interviews and analyzed using a six-step thematic analysis. Themes were developed inductively, relying on the raw data rather than any predetermined coding scheme. The findings revealed that emphasizing experiential learning, fostering engagement, and creating supportive educational environments are critical for improving retention rates. External influences, such as the COVID-19 pandemic and unpreparedness for college, negatively impact student retention. The findings also revealed that instructional design and curricular practices that positively impact student retention include experiential learning and diverse teaching approaches characterized by teaching various subjects and providing options.

Doctor of Education (Educational Leadership), Youngstown State University, 2024, Department of Teacher Education and Leadership Studies

The rapid ascent of increasingly capable artificial intelligence (AI) brings new potential to revolutionize education—for better or worse. This study investigates the attitudes of high school teachers toward the integration of Chat Generative Pre-Trained Transformer, commonly known as ChatGPT, to support teaching and learning. This research seeks to understand the key factors that influence teachers' acceptance or resistance to using ChatGPT, focusing on the potential benefits and challenges posed by this advanced AI technology. The Unified Theory of Acceptance and Use of Technology (UTAUT) is used as the theoretical framework to forecast teachers' willingness to adopt ChatGPT for educational purposes. The research employs the quantitative attributes of a Q-methodological approach to classify and analyze the perspectives of high school educators. The study examines how some perceive ChatGPT as an asset to teaching and learning. Conversely, findings also illuminate concerns that ChatGPT will have a negative impact, thereby instilling a sense of caution about its integration. Participants in this study, 18 high school teachers, completed a web-based Q-sort that revealed three distinct viewpoints: Learning to Fly, Welcome to the Machine, and Comfortably Numb, which collectively accounted for 53% of the variability in the data. The results revealed varied opinions regarding technical confidence, openness to integration, perceived benefits, and potential liabilities. The findings provide insights into the diverse attitudes and beliefs held by high school educators regarding the educational use of generative AI tools like ChatGPT. The findings of this research contribute to the ongoing debate about the role of AI in education. The results emphasize a need for professional development programs to build teachers' capacity to effectively incorporate AI tools in the classroom. Ultimately, this study seeks to shed light on the factors that promote or inhibit the adopt (open full item for complete abstract)

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

As technologies emerge and create new job roles requiring new expertise, workplace learning and the role of instructional designer have become increasingly important. This study seeks to better understand the work of high-performing instructional designers and the ways in which they successfully create training materials to meet specific educational or performance objectives, specifically examining how instructional designers are trained for their work, how they interpret theories related to learning, to what extent those theories are consciously applied in the development of learning experiences, and how designers evaluate and engage with emerging technologies. Following an interview-based qualitative research methodology, the study combined a “think-aloud” strategy with stimulated recall, asking interviewees to share their reasoning for various design decisions while exploring an instructional artifact, something the participants had previously designed, such as a training website, an e-learning module, or an online course. In discussing their thinking and the motivations behind the various design choices, the 12 research participants—high-performing or expert-level instructional designers—illustrated how many of the “best practices” employed by instructional designers are supported by educational research, even when the designers themselves are unaware of the evidence supporting their use. These participants also shared how they approach professional development, highlighting the wide array of venues and sources for professional development, from podcasts and learner-directed study to conference presentations and practitioner-focused publications. Designers also shared how they evaluate emerging educational technologies, such as generative artificial intelligence, and how they determine whether such technologies might be useful for either the creation or delivery of educational experiences and training materials. The analysis of the discussion showed a spectrum o (open full item for complete abstract)

PHD, Kent State University, 2024, College of Education, Health and Human Services / School of Foundations, Leadership and Administration

This explanatory sequential mixed-methods study aimed to investigate how undergraduate students' everyday texting experiences related to their social connectedness. This research was conducted through a quantitative survey and qualitative interviews. The quantitative phase involved a survey distributed to a sample of undergraduate students, assessing their texting frequency, demographic variables (age, gender, race/ethnicity, and living arrangements), and levels of social connectedness using the Social Connectedness Scale-Revised (SCS-R; Lee et al., 2001). The subsequent qualitative phase involved semi-structured interviews with a subset of participants selected based on their survey responses to gain deeper insights into their texting behaviors and perceptions of social connectedness. The study's findings indicated that while texting frequency significantly predicted social connectedness among undergraduate students, demographic variables do not show a substantial impact. Additionally, students' perceptions of texting as a tool for maintaining social connections varied, with some viewing it as a convenient means of communication and others finding it insufficient for meaningful interaction. Key motivations for using texting included convenience, immediacy, and the non-intrusive nature of asynchronous communication (Liu et al., 2014; Hall et al., 2018). Texting was generally viewed as less effective than face-to-face interactions for developing deeper social ties (Derks et al., 2008; Uhls et al., 2014). This study contributed to the limited research on digital communication and social connectedness among undergraduate students by highlighting the significant role of texting frequency in predicting social connectedness (Ehrenreich et al., 2019; Harley et al., 2007). It also underscored the need for educational institutions to develop programs that leveraged texting to enhance peer connections while promoting the balanced use of digital and face-to-face interaction (open full item for complete abstract)

Doctor of Philosophy, The Ohio State University, 2024, EDU Policy and Leadership

This study asked what elements should be included in a cognitive accessibility heuristic framework for parent-educators to compare STEM educational video games for K-5 level autistic children who require substantial supports? To provide an answer to this question, two component questions were asked: 1) “which computer learning game environment and affordance considerations should be included in a cognitive accessibility heuristic framework?” and 2) “which elements of which evidence-based practices should be included in a cognitive accessibility heuristic framework?” A heuristic framework was created that poses questions regarding autism cognitive accessibility considerations for game settings, user interface elements, and user interaction feedback elements that align with evidence-based practices for autism. A small group of 10 participants were parent-educators of autistic children who met the study question criteria and were solicited by convenience and snowball sampling. The heuristic was tested against two STEM-based computer learning games at the K-5 curricular level, specifically Box Island and Peg Plus Cat – Music Maker). Participants were asked to evaluate the heuristic against these games based on how they thought their autistic children would perceive the game experience. Data showed that the list of questions included in the heuristic appropriately considered autism cognitive accessibility when evaluating computer STEM-based computer learning game settings, when reviewing the game environment interface, and when responding to user interaction. The study concluded that participants considered all questions were valuable and should be included. Since the relative importance of some questions differed amongst participants, the heuristic also demonstrated sufficient flexibility to accommodate varying needs of the participants' autistic players. Participants indicated that stepping through the heuristic provided heightened awareness of autistic percept (open full item for complete abstract)

EDD, Kent State University, 2024, College of Education, Health and Human Services / School of Foundations, Leadership and Administration

This qualitative case study is situated in the area of educational leadership. It aims to explore possible strategies for increasing community-integrated employment for graduates of a Job Training Coordination Program at OakVeil High School. It is important to consider the lived experiences, hopes, fears, and barriers experienced from a caregiver's perspective so that a Job Training Coordinator can better assist families during the transition from school to a career. There is a gap in employment between people with disabilities and their non-disabled peers. Caregivers' perspectives on participation in community-integrated employment for their children of transition age with disabilities were examined through the investigation of three sub research questions. Open-ended interviews and record reviews were gathered and analyzed through coding. Data analysis resulted in the following themes: Employer and Person-Centered Values for CIE, JTC as CIE Support, Alternate Settings from CIE, and Family Support Services. Key findings were interpreted to consider safety, transportation, self-determination, caregiver support, and caregiver involvement. This study demonstrates how policies, safety at the workplace, and transportation are common barriers to community-integrated employment from the caregiver's perspective. Suggestions are offered to help Job Training Coordinators, special education teachers, job coaches, employers, and caregivers improve the rate of Community-integrated employment. This study also suggests that barriers, support services, personal preference, civil rights, and familial needs are interwoven and recognition of this is necessary for successful employment in the community for people with disabilities.

EDD, Kent State University, 2024, College of Education, Health and Human Services / School of Health Sciences

MBA programs and their graduates have been accused as complicit in the decline in corporate ethics that began with Enron. How have business schools responded to these challenges? Few studies have looked at this question, particularly through the dual perspectives of those instructing MBA programs and their graduates. The primary aim of the study was to investigate business ethics instruction with MBA program faculty and administrators in Northeast Ohio, and with MBA graduates, to understand if graduate business schools have risen to meet modern ethics challenges through attempting to produce more ethical business leaders. Open-ended 25–93-minute interviews with 12 questions were presented to 25 MBA program faculty and administrators and 26 MBA graduates practicing in their careers. The convergent mixed-methods study produced qualitative data, analyzed using in vivo first cycle coding, second cycle coding, and after second cycle coding producing patterns and categories. The interview questions also produced descriptive statistics. The key findings of the study were business ethics instruction has been widely embraced by MBA programs during the 21st-century post-Enron in terms of quality and quantity compared to the 1980s and 1990s. Business ethics should be required instruction. Business schools and their graduates feel they are creating ethical future business leaders, prepared to face ethical challenges within their careers. The significance of these findings indicated business schools and their prestigious accrediting body, the Association to Advance Collegiate Schools of Business (AACSB), have responded to the corporate ethics crisis through prioritization and enhancement of ethics instruction in MBA programs.

Ph.D., Antioch University, 2024, Antioch Seattle: Counselor Education & Supervision

This multilevel mixed methods investigation examines the experiences of developing self-evaluation skills for simulation fellows in an interprofessional simulation fellowship program. Interprofessional fellows (N = 12) and faculty (N = 4) engaged in a three-phase study using video-assisted learning tools to explore the differences in self-evaluation (perceived performance) and faculty evaluation (actual performance) in developing debriefing skills. For the quantitative component, fellows and faculty completed the DASH© tool to evaluate the quality of debriefing to help close the gaps between fellow self-evaluation and faculty evaluation. For the qualitative component, video-stimulated think-aloud and video-assisted debriefing the debriefer were utilized to understand how video-assisted learning tools contribute to self-evaluation skills from each level separately. A combined focus group and thematic analysis were utilized to identify facilitators and barriers to self-evaluation. Integrative case examples of developing self-evaluation skills are restoried for mixed analysis and data integration. Through which, meta-inferences are drawn out to understand the experiences, interactions, and mechanisms of the multilevel phenomenon. The results indicated that fellows generally overestimate their skills performance, and video-assisted learning tools support in the development of more realistic self-perception eliminating underestimation and closing the gap between perceived and actual performance. A model for interprofessional collaboration is proposed for scaffolded feedback practices to promote self-evaluation of skills and performance. Implications for counselor education, healthcare simulation, and health professions education are presented.

Doctor of Professional Studies (D.P.S.) in Instructional Design Leadership, Franklin University, 2024, International Institute for Innovative Instruction

This phenomenological research study explores the lived experiences of full-time faculty experiencing both organizational and instructional changes within their institution. Higher education organizations are facing increased challenges to sustainability, forcing them to make structural changes within the organization. When organizations adopt new instructional designs and models, it is imperative to understand the faculty experience to improve the institution's overall success. This qualitative study employed a hermeneutic phenomenological approach, conducting in-depth interviews with twenty faculty members from three merging institutions who experienced organizational restructuring and instructional changes. Interviews with participants were analyzed using the hermeneutic circle, showing the importance of administrative choices during change, the role of organizational culture when merging cultures, and faculty need for support when adopting new instructional modalities. This study illuminates the lived experiences of faculty amidst institutional transformations, offering valuable insights for higher education leaders to support faculty and navigate change processes effectively.

Doctor of Philosophy (PhD), Ohio University, 2024, Higher Education (Education)

Quantitative data was collected from 926 traditional-aged postsecondary students, of which most (69%) respondents were upperclassmen in their junior or senior year of college. The findings from this overall research indicate that there has been a shift in how today's Generation Z learners view online and hybrid learning and their ideal way to take college classes. Over half (61%) of the research participants reported hybrid course format as their most ideal way of taking college courses. In addition, the results confirmed that students who engage in positivity practices are generally happier individuals, and there was a positive relationship identified between the status of happiness in students who preferred the hybrid learning method. Finally, when comparing the status of sense of belonging in college students, the research results uncovered a strong association between students' campus involvement and sense of belonging levels. Developing flexible learning cultures, as well as promoting consistent practices of positivity methods and encouraging active campus involvement, are factors associated with higher levels of overall well-being (subjective happiness and sense of belonging) that can lead to healthier student populations, greater academic success, increased retention, and higher graduation rates.

Doctor of Professional Studies (D.P.S.) in Instructional Design Leadership, Franklin University, 2024, International Institute for Innovative Instruction

The objective of this action research was to evaluate the effectiveness of a six-month financial education intervention for Appalachian artists by measuring and observing changes in financial knowledge, financial self-efficacy, and financial behaviors and by assessing participants' perception of the program. By all measures, the financial education intervention was a success with survey results demonstrating positive and statistically significant gains in financial knowledge and financial behaviors, plus gains, although not statistically significant ones, in financial self-efficacy. Participants increased financial knowledge in revenue diversification strategies and tax literacy from 31.2% to 71.3%. Nine participants (81.8%) earned more in their creative businesses following the financial education intervention, and ten participants (90.9%) had up-to-date record-keeping systems by the end of the program, an increase from four participants (36.3%) at the outset. Five new creative businesses and five new sales tax licenses were registered with West Virginia. Participants also emphasized the importance of the community they built with each other, and shared they were proud of their accomplishments during the six-month program. This research has practical implications for curricular design for educators, industry leaders, and community partners, plus implications for economic development policies to support similar financial education interventions for creative business owners.

Doctor of Philosophy, Miami University, 2024, Educational Leadership

Faculty professional learning on integrating educational technology in instruction is a critical part of the professional growth of Caribbean medical school faculty. Integrating educational technology in instruction to facilitate learning may be effective when faculty engage in intentional and reflective professional learning activities. Despite the significance of faculty professional learning in this area, a lacuna appears in the research done in the Caribbean region hence the study I conducted to understand how medical faculty make sense of their experiences. I conducted a phenomenological study with seven participants at one Caribbean medical school. I used purposive sampling to recruit the seven faculty members based on their active participation in professional learning activities geared toward integrating educational technology in their teaching in the past four years at their school. I conducted semi-structured interviews via Microsoft Teams to gather data on this common phenomenon. I then used Moustakas's (1994) modified Van Kaam Phenomenological Data Analysis Method to analyze the data and obtain the horizons of the experience. Using the horizons of the experience (Moustakas, 1994), I produced a textural portrait of the experience of each participant. Following imaginative variation that reveals the structures contributing to the quality of the experience, I constructed a structural portrait of each participant's experience. Gazing at the textural and structural portraits, I constructed a composite structural portrait of the participants' experience from which nine universal themes emerged. The themes were: diversity of professional learning activities; the centrality of pedagogy; curiosity and motivation; the significance of educational degree programs; the illusion of learner digital nativity; supportive leadership; technological unpreparedness for the pandemic; enticement by technological substitution; and pedagogical wisdom in technology selection. The (open full item for complete abstract)

Doctor of Philosophy (PhD), Ohio University, 2024, Instructional Technology (Education)

This study investigated the graduate students' perceptions toward using cloud technology in their learning and how they use cloud technology in education. A qualitative case study was conducted to attain the study's objectives. The data was collected by interviewing a purposeful sample consisting of 10 participants, Ph.D. students in the Instructional Technology Program at Ohio University. The study relied on factors of the unified theory of acceptance and use of technology UTAUT2 model to examine students' intentions to utilize cloud technology. The findings of the study revealed a modified model influencing the use of cloud technology. The UTAUT 2 factors and trust influence students' intention and usage of cloud technology, whereas the perceived future with other factors influences students' behavior. Findings showed that students have positive perceptions toward using cloud technology in education. Findings from the data analysis also indicated that students used cloud technology for academic and personal purposes. The key aspects of academic use were using cloud technology to enhance collaboration and communication with effective interaction. Cloud technology was considered a significant technology to promote learning productivity and skills development. Findings supported the usage of cloud technology to carry out daily personal tasks.

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

This research introduces an Origami-inspired dynamic spacecraft radiator, capable of adjusting heat rejection in response to orbital variations and extreme temperature fluctuations in lunar environments. The research centers around the square twist origami tessellation, an adaptable geometric structure with significant potential for revolutionizing radiative heat control in space. The investigative involves simulations of square twist origami tessellation panels using vector math and algebra. This study examines both a two-dimensional (2- D), infinitely thin tessellation, and a three-dimensional (3-D), rigidly-foldable tessellation, each characterized by an adjustable closure or actuation angle “φ”. Meticulously analyzed the heat loss characteristics of both the 2D and 3D radiators over a 180-degree range of actuation. Utilizing Monte Carlo Ray Tracing and the concept of “view factors”, the study quantifies radiative heat loss, exploring the interplay of emitted, interrupted, and escaped rays as the geometry adapts to various positions. This method allowed for an in-depth understanding of the changing radiative heat loss behavior as the tessellation actuates from fully closed to fully deployed. The findings reveal a significant divergence between the 2D and 3D square twist origami radiators. With an emissivity of 1, the 3D model demonstrated a slower decrease in the ratio of escaped to emitted rays (Ψ) as the closure/actuation angle increased, while the 2D model exhibited a more linear decline. This divergence underscores the superior radiative heat loss control capabilities of the 2D square twist origami geometry, offering a promising turndown ratio of 4.42, validating the model's efficiency and practicality for radiative heat loss control. Further exploration involved both non-rigidly and rigidly foldable radiator models. The non-rigidly foldable geometry, initially a theoretical concept, is realized through 3D modeling and physica (open full item for complete abstract)

Doctor of Professional Studies (D.P.S.) in Instructional Design Leadership, Franklin University, 2023, International Institute for Innovative Instruction

This study used qualitative methods, collecting data from seven semi-structured interviews to understand the perception the employees had regarding their multinational organizations training and materials that were provided to them. The seven employees were in three regions, employed by different multinational organizations to show how to support employees in the cultural aspects of designing professional training and materials. At the close of the interview window, transcriptions of the recordings had coding to supply a layout that showed common themes within the seven interviews. Key findings from the interviews included the need to understand the importance of having a subject matter expert to build out the training for the specific region rather than translate it because items get lost in translation, causing a delay in implementing the new learning. Some participants preferred to learn by doing. The opportunity to collaborate and build relationships echoed through all seven interviews. Many local cultures pride themselves on being personable, and the ease of learning can be due to how the training and materials relate to them, drawing the heightened need for local cultural representation. Future research will need to investigate even deeper into the local cultural norms, the economic environment of the region in question, the educational background of the employees, the employee's language and communication styles, the workplace expectations, and the employee's aspirations.

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

Educational institutions increasingly rely on educational technology to deliver academic experiences, particularly since the COVID-19 pandemic. This study focused on graduate students' attitudes about online privacy specific to use of technology for educational purposes. Students who participated were all current students at a university in the midwestern United States in one of three graduate programs in educational technology. The study used a qualitative methodology and relied on survey and interview tools to collect data in spring 2023. Seven findings emerged from the data to explore to address the research questions. To narrow the focus on recommended actions that the research location could reasonably address, three findings are centered with near-term actions that the institution could take to address students' privacy needs. The first finding was that the COVID-19 pandemic increased technology adoption and influenced attitudes about educational technology use as part of teaching and learning activities. The near term action is that the university should determine which technologies are in use for teaching and learning. The second findings was that preserving users' online privacy is a shared responsibility. To address this finding in the near term, faculty and staff should receive regular training to understand and preserve student privacy. The third finding was that the university should proactively engage users about online privacy. To address this finding, the university should develop regular communication with students about privacy. Actions like these that support students' online privacy may increase student confidence in the institution and increase awareness of online privacy, overall.

Ph.D., Antioch University, 2023, Antioch New England: Environmental Studies

Previous research has demonstrated that practicing forest bathing has significant positive effects on well-being. However, few studies have investigated whether forest bathing increases adolescent well-being despite the growing adolescent mental health crisis in the United States. Similarly, few studies have explored forest bathing's impacts on connectedness to nature. Considering the ongoing environmental crisis, determining if forest bathing increases connectedness to nature is a critical expansion of forest bathing research, as connectedness to nature is linked to environmental care and concern. This study investigated the possibility that forest bathing, a nature-based mindfulness practice, could increase adolescent mental well-being and connectedness to nature and sought to determine participants' experiences of practicing forest bathing. This study used a convergent parallel mixed-methods design that was partially co-created with 24 participants aged 16-18 as part of a youth participatory action research (YPAR) project where participants practiced forest bathing three times over three weeks. After practicing forest bathing, participants' mental well-being increased significantly, as measured by the Warwick Edinburgh Mental Well Being Scale. Connectedness to nature also increased significantly as measured by the Connectedness to Nature Scale. Participants described reduced stress and increased feelings of relaxation, peace, and happiness as well as increased connection to nature, gratitude for nature, concern for nature, and desire to care for nature. Although this is one of the first studies to examine forest bathing impacts on participants' connectedness to nature, these findings correlate with other studies showing that spending time outside in nature increases connectedness to nature and care and concern for the environment. People working with adolescents could consider forest bathing as a practice that increases connectedness to nature while also incr (open full item for complete abstract)

MFA, Kent State University, 2023, College of Communication and Information

The combination of variable fonts and digital signage presents a unique and practical solution to the various challenges wayfinding systems face. These challenges include issues with readability, monolingual signage, low visibility, minimal readership, material waste, and limited adaptability to environmental conditions and space functionality. Variable fonts, on the other hand, are incredibly versatile and adaptive. They can be easily modified, and their display methods can be customized for any resolution or medium, static or digital. With new infrastructures and spaces emerging, typographic and display technologies are continually evolving. Designers must capitalize on and leverage these advancements to instill a better experience for those interacting with them. This investigation examines the directional attributes of a partially formed typeface to ascertain whether typography alone can aid users in navigating a given space. The findings of this investigation set the foundation for shaping the future of environmental graphic design and type design.

MFIS, Kent State University, 2023, College of the Arts / School of Fashion

​ The fashion industry's overproduction, environmental impact, global sourcing, fast fashion business model, and labor exploitation make the current system unsustainable (Bick et al., 2018; EPA, 2023; WWF, 2023). The industry needs to shift toward supporting practices promoting environmental and social protection, to ameliorate these global problems. As competition for natural resources increases, executives will need the strategies of sustainability officers, experts, and research to guide the response toward ethical and equitable solutions. This study investigates how sustainable leaders in the fashion industry conceptualize and implement sustainable practices. Most research revolves around the importance of consumer perception, education, circular economy, and innovation toward advancing sustainable objectives. However, much of the current academic literature overlooks the sustainability leaders in the industry that set, communicate, and evaluate their companies' sustainability agendas. This disconnect suggests a research gap focused on how firm strategies and systems thinking support sustainability in the fashion sector. The research aims to identify how sustainable fashion leaders implement systems and best practices to achieve sustainable objectives through a knowledge discovery lens. A semi-structured qualitative interview method was used to explore the topic. The transcripts of the qualitative interviews were analyzed using NVivo software to facilitate the coding and analysis of data generated from the interviews. The targeted questions aim to identify Knowledge Discovery activities or strategies used to move sustainable objectives forward; the goals of this study are to explore: (1) What are the conceptualizations of sustainability in the fashion industry for sustainability leaders and their organizations? (2) How do those leaders and organizations discover the necessary knowledge to implement those conceptualizations? The findings suggest that sustainable (open full item for complete abstract)

Doctor of Professional Studies (D.P.S.) in Instructional Design Leadership, Franklin University, 2023, International Institute for Innovative Instruction

This research examined how a Digital Escape Room (DER) about accessibility contributed to the potential change of faculty behavioral intentions toward developing accessible online course content. This paper describes the design of the DER and a pilot study of its initial implementation that consisted of two phases, (1 a usability test with 3 participants to identify challenges and allow for adjustments to the DER before entering the next phase of the pilot study and (2 a qualitative study to collect participants perceptions on their DER experience. The design of the DER incorporated constructs of both the Integrated Behavior Model and the Integrated Design Framework. Also, each clue aligned with a WCAG guideline and principle. The clues are intentionally inaccessible to create scenarios where the participants must try to learn from the inaccessible content. During phase one, the researcher conducted online observations of each conveniently selected participant during the usability test via Zoom, followed by an online debriefing interview. The usability testing data was analyzed to determine what design issues to fix ahead of phase two. In phase two, a purposive snowball technique was used to find participants for the study. Semi-structured elicitation interviews were conducted with 13 participants who could project their varying years of teaching experience, online learning, and content creation into their reflections on the phenomenon. The data collected from the elicitation interviews were transcribed and analyzed to uncover major themes. The data revealed that the participants found the game fun, engaging, and challenging. Some participants stated that their frustration made them feel as though they could empathize with learners with disabilities in an online classroom. Twenty-three percent of the participants were able to escape despite the accessibility challenges. More than half of the participants reported that their desire to develop accessible content (open full item for complete abstract)