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ASU Electronic Theses and Dissertations


This collection includes most of the ASU Theses and Dissertations from 2011 to present. ASU Theses and Dissertations are available in downloadable PDF format; however, a small percentage of items are under embargo. Information about the dissertations/theses includes degree information, committee members, an abstract, supporting data or media.

In addition to the electronic theses found in the ASU Digital Repository, ASU Theses and Dissertations can be found in the ASU Library Catalog.

Dissertations and Theses granted by Arizona State University are archived and made available through a joint effort of the ASU Graduate College and the ASU Libraries. For more information or questions about this collection contact or visit the Digital Repository ETD Library Guide or contact the ASU Graduate College at gradformat@asu.edu.


Subject
Date Range
2011 2019


In today's data-driven world, every datum is connected to a large amount of data. Relational databases have been proving itself a pioneer in the field of data storage and manipulation since 1970s. But more recently they have been challenged by NoSQL graph databases in handling data models which have an inherent graphical representation. Graph databases with the ability to store physical relationships between two nodes and native graph processing technique have been doing exceptionally well in graph data storage and management for applications like recommendation engines, biological modeling, network modeling, social media applications, etc. Instructional Module Development System (IMODS) is …

Contributors
Saha, Abir Lal, Bansal, Srividya, Bansal, Ajay, et al.
Created Date
2017

The mathematics test is the most difficult test in the GED (General Education Development) Test battery, largely due to the presence of story problems. Raising performance levels of story problem-solving would have a significant effect on GED Test passage rates. The subject of this formative research study is Ms. Stephens’ Categorization Practice Utility (MS-CPU), an example-tracing intelligent tutoring system that serves as practice for the first step (problem categorization) in a larger comprehensive story problem-solving pedagogy that purports to raise the level of story problem-solving performance. During the analysis phase of this project, knowledge components and particular competencies that enable …

Contributors
Ritchey, ChristiAnne Stephens, VanLehn, Kurt, Savenye, Wilhelmina, et al.
Created Date
2018

Concerted efforts have been made within teacher preparation programs to integrate teaching with technology into the curriculum. Unfortunately, these efforts continue to fall short as teachers' application of educational technology is unsophisticated and not well integrated. The most prevalent approaches to integrating technology tend to ignore pedagogy and content and assume that the technology integration knowledge for all contexts is the same. One theoretical framework that does acknowledge content, pedagogy, and context in conjunction with technology is Technological Pedagogical Content Knowledge (TPACK) and was the lens through which teacher development was measured and interpreted in this study. The purpose of …

Contributors
Sabo, Kent, Atkinson, Robert, Archambault, Leanna, et al.
Created Date
2013

The purpose of this study was to examine the effectiveness of the community of practice model in providing professional development to improve K-12 teacher’s knowledge, skills, self-efficacy with regard to the implementation of personal learning. The study also examined the extent to which the community created value for individuals and the organization. The study employed two theoretical frameworks: Bandura’s theory of self-efficacy and Wenger’s communities of practice. The study employed a concurrent mixed methods approach. Eighteen teachers participated in a 9-month blended learning professional development focused on the implementation of personal learning. Participants took pre and post self-efficacy tests. In …

Contributors
Azukas, Mary Elizabeth, Dorm, Sherman, Henriksen, Danah, et al.
Created Date
2018

Over the past 25 years, efforts have been made to integrate technology into teaching and learning. In particular, the personalized learning approach has sought to leverage technology to deliver instruction that is adaptive to the learner and personalized learning environments were used as tools in tailoring instruction to match learner needs. Typically, personalized instruction has been delivered using technology, such as the computer. However, little research has focused on using personalized learning as a tool for remediation. The goal of this study was to empirically investigate the efficacy of personalized learning in Algebra as a remediation tool. This study used …

Contributors
Savio-Ramos, Caroline Andrea, Bitter, Gary G, Buss, Ray, et al.
Created Date
2015

In an effort to better prepare K-12 students for college and career readiness, Advancement Via Individual Determination (AVID) has created a college and career readiness system that is implemented in schools across the United States and in many international locations. Part of this system of schoolwide transformation, is the AVID Elective class, designed for students in the academic-middle. In the AVID Elective, students are supported in their efforts to attend four-year universities. A critical aspect of the AVID Elective class is the weekly implementation of AVID Tutorials, ideally led by trained college tutor/mentors. The purpose of this action research study …

Contributors
Garcia, Michael, Kulinna-Hodges, Pamela, Carlson, David, et al.
Created Date
2018

Currently, educational games are designed with the educational content as the primary factor driving the design of the game. While this may seem to be the optimal approach, this design paradigm causes multiple issues. For one, the games themselves are often not engaging as game design principles were put aside in favor of increasing the educational value of the game. The other issue is that the code base of the game is mostly or completely unusable for any other games as the game mechanics are too strongly connected to the educational content being taught. This means that the mechanics are …

Contributors
Baron, Tyler John, Amresh, Ashish, Nelson, Brian C, et al.
Created Date
2017

The discussion board is a facet of online education that continues to confound students, educators, and researchers alike. Currently, the majority of research insists that instructors should structure and control online discussions as well as evaluate such discussions. However, the existing literature has yet to compare the various strategies that instructors have identified and employed to facilitate discussion board participation. How should instructors communicate their expectations online? Should instructors create detailed instructions that outline and model exactly how students should participate, or should generalized instructions be communicated? An experiment was conducted in an online course for undergraduate students at Arizona …

Contributors
Butler, Nicholas, Waldron, Vincent, Kassing, Jeffrey, et al.
Created Date
2012

The purpose of this instructional design and development study was to describe, evaluate and improve the instructional design process and the work of interdisciplinary design teams. A National Science Foundation (NSF) funded, Transforming Undergraduate Education in Science (TUES) project was the foundation for this study. The project developed new curriculum materials to teach learning content in unsaturated soils in undergraduate geotechnical engineering classes, a subset of the civil engineering. The study describes the instructional design (ID) processes employed by the team members as they assess the need, develop the materials, disseminate the learning unit, and evaluate its effectiveness, along with …

Contributors
Ornelas, Arthur, Savenye, Wilhelmina C., Atkinson, Robert, et al.
Created Date
2015

Observational tutoring has been found to be an effective method for teaching a variety of subjects by reusing dialogue from previous successful tutoring sessions. While it has been shown content can be learned through observational tutoring it has yet to been examined if a secondary behavior such as goal-setting can be influenced. The present study investigated if observing virtual humans engaging in a tutoring session on rotational kinematics with embedded positive goal oriented dialogue would increase knowledge of the material and perpetuate a shift an observer's goal-orientation from performance avoidance goal orientation (PAVGO) to learning goal orientation (LGO). Learning gains …

Contributors
Twyford, Jessica Brooke, Craig, Scotty D, Niemczyk, Mary, et al.
Created Date
2014

The present research study investigated the effects of 8 versions of a computer-based vocabulary learning program on receptive and productive knowledge levels of college students. The participants were 106 male and 103 female Korean EFL students from Kyungsung University and Kwandong University in Korea. Students who participated in versions of the vocabulary learning program with target-word based sentences as well as definitions tended to perform better on receptive and productive vocabulary assessments than those who participated in versions of the program with definitions of words only. Furthermore, results indicated that the difference in receptive scores from immediately after the program …

Contributors
Kim, Scott Sungki, Nelson, Brian C, Green, Samuel B, et al.
Created Date
2013

Among researchers, educators, and other stakeholders in literacy education, there has been a growing emphasis on developing literacy pedagogies that are more responsive to the ways young people experience literacy in their everyday lives, which often make use of digital media and other technologies for exchanging meaning. This dissertation project sought to explore the nature of these digital-age literacies in the context of children learning through and about new technologies. Conducting a year-long, multimethod observational study of an out-of-school library-based program designed to engage students in self-directed learning around the domain of computer programming, this project was framed around an …

Contributors
Aguilera, Earl, GEE, ELISABETH R, GEE, JAMES P, et al.
Created Date
2018

Lots of previous studies have analyzed human tutoring at great depths and have shown expert human tutors to produce effect sizes, which is twice of that produced by an intelligent tutoring system (ITS). However, there has been no consensus on which factor makes them so effective. It is important to know this, so that same phenomena can be replicated in an ITS in order to achieve the same level of proficiency as expert human tutors. Also, to the best of my knowledge no one has looked at student reactions when they are working with a computer based tutor. The answers …

Contributors
Ranganathan, Rajagopalan, Vanlehn, Kurt, Atkinson, Robert, et al.
Created Date
2011

The purpose of this study was to investigate the effects of instructor response prompts and rubrics on students' performance in an asynchronous discussion-board assignment, their learning achievement on an objective-type posttest, and their reported satisfaction levels. Researchers who have studied asynchronous computer-mediated student discussion transcripts have found evidence of mostly mid-level critical thinking skills, with fewer examples limited to lower or higher order thinking skill demonstration. Some researchers suggest that instructors may facilitate increased demonstration of higher-order critical thinking skills within asynchronous discussion-board activities. However, there is little empirical evidence available to compare the use of different external supports to …

Contributors
Giacumo, Lisa A., Savenye, Wilhelmina, Nelson, Brian, et al.
Created Date
2012

With the advent of Massive Open Online Courses (MOOCs) educators have the opportunity to collect data from students and use it to derive insightful information about the students. Specifically, for programming based courses the ability to identify the specific areas or topics that need more attention from the students can be of immense help. But the majority of traditional, non-virtual classes lack the ability to uncover such information that can serve as a feedback to the effectiveness of teaching. In majority of the schools paper exams and assignments provide the only form of assessment to measure the success of the …

Contributors
Pandhalkudi Govindarajan, Sesha Kumar, Hsiao, I-Han, Nelson, Brian, et al.
Created Date
2016

In this action research, the need for high schools to embrace a pedagogical shift to teaching 21st century computer and online literacy skills is investigated. This study explored areas of secondary and higher education, technology usage, and online pedagogies, 21st century skill frameworks, and brain function as they pertain to learning and decision-making, with the aim of comprehending the differing high school levels of preparedness for college in regards to 21st century skills. Through literature reviews, a research was designed to further explore the specific areas of a discovered gap in high school students' 21st century skills for college. Pre- …

Contributors
Horn, Timothy, Patel, Mookesh, Giard, Jacques, et al.
Created Date
2015

Many English Language Learner (ELL) children struggle with knowledge of vocabulary and syntax. Enhanced Moved by Reading to Accelerate Comprehension in English (EMBRACE) is an interactive storybook application that teaches children to read by moving pictures on the screen to act out the sentences in the text. However, EMBRACE presents the same level of text to all users, and it is limited in its ability to provide error feedback, as it can only determine whether a user action is right or wrong. EMBRACE could help readers learn more effectively if it personalized its instruction with texts that fit their current …

Contributors
Wong, Audrey, Walker, Erin, Nelson, Brian, et al.
Created Date
2017

The use of educational technologies as a tool to improve academic achievement continues to increase as more technologies becomes available to students. However, teachers are entering the classroom not fully prepared to integrate technology into their daily classroom teaching because they have not been adequately prepared to do so. Teacher preparation programs are falling short in this area because educational technology and the role of technology in the classroom is seen as an extra component to daily teaching rather than a central one. Many teacher preparation programs consist of one stand-alone educational technology course that is expected to prepare teachers …

Contributors
Kisicki, Todd, Wetzel, Keith, Bitter, Gary, et al.
Created Date
2012

Computational thinking, the fundamental way of thinking in computer science, including information sourcing and problem solving behind programming, is considered vital to children who live in a digital era. Most of current educational games designed to teach children about coding either rely on external curricular materials or are too complicated to work well with young children. In this thesis project, Guardy, an iOS tower defense game, was developed to help children over 8 years old learn about and practice using basic concepts in programming. The game is built with the SpriteKit, a graphics rendering and animation infrastructure in Apple’s integrated …

Contributors
Wang, Xiaoxiao, Nelson, Brian C., Turaga, Pavan, et al.
Created Date
2017

This study purposed to determine the effect of an endogenously designed instructional game on conceptual understanding of the associative and distributive properties of multiplication. Additional this study sought to investigate if performance on measures of conceptual understanding taken prior to and after game play could serve as predictors of game performance. Three versions of an instructional game, Shipping Express, were designed for the purposes of this study. The endogenous version of Shipping Express integrated the associative and distributive properties of multiplication within the mechanics, while the exogenous version had the instructional content separate from game play. A total of 111 …

Contributors
Denham, Andre R., Nelson, Brian C., Atkinson, Robert K., et al.
Created Date
2012