Skip to main content

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.


Language
  • English
Mime Type
  • application/pdf
Subject
Date Range
2011 2020


Plagiarism is a huge problem in a learning environment. In programming classes especially, plagiarism can be hard to detect as source codes' appearance can be easily modified without changing the intent through simple formatting changes or refactoring. There are a number of plagiarism detection tools that attempt to encode knowledge about the programming languages they support in order to better detect obscured duplicates. Many such tools do not support a large number of languages because doing so requires too much code and therefore too much maintenance. It is also difficult to add support for new languages because each language is …

Contributors
Monroe, Zachary Lynn, Bansal, Ajay, Lindquist, Timothy, et al.
Created Date
2020

For more than 30 years, social science researchers have studied how students in online learning environments interact with each other. This has led to the development of a construct called social presence. Studies have shown that high social presence can lead to improved student retention, engagement, and satisfaction. The literature explores how social presence has been measured by faculty or researchers, but lacks insight on how other university staff can affect social presence in online graduate students. This is an action research mixed-methods study conducted by an academic advisor and attempts to measure social presence through a webpage intervention for …

Contributors
Delgado, Gina Michelle, Chen, Ying-Chih, Beardsley, Audrey, et al.
Created Date
2020

The science, technology, engineering, and math (STEM) education community is interested in using virtual reality (VR) to help students learn STEM knowledge. Prior research also provided evidence that VR learning can increase students’ motivation and learning achievement. However, it was not clear whether the effect of VR on learning was partly from sensory novelty and whether the effectiveness was sustainable. This study was to satisfy the concern on the sustainability of VR STEM learning in instruction and address the research gaps in exploring the effect of VR on a STEM learning experience with a consideration of novelty. The study used …

Contributors
huang, wen, Roscoe, Rod, Johnson, Mina, et al.
Created Date
2020

In the last decade, the immense growth of computational power, enhanced data storage capabilities, and the increasing popularity of online learning systems has led to adaptive learning systems becoming more widely available. Parallel to infrastructure enhancements, more researchers have started to study the adaptive task selection systems, concluding that suggesting tasks appropriate to students' needs may increase students' learning gains. This work built an adaptive task selection system for undergraduate organic chemistry students using a deep learning algorithm. The proposed model is based on a recursive neural network (RNN) architecture built with Long-Short Term Memory (LSTM) cells that recommends organic …

Contributors
KOSELER EMRE, Refika, VanLehn, Kurt A, Davulcu, Hasan, et al.
Created Date
2020

This mixed methods study examined instructor introduction videos for use in online learning. This study intended to identify the influence of video production value on student perceptions of student-instructor intent, specifically in the areas of perceived student-instructor communication and student-instructor connection. This study also examined which production style most accurately aligns student perceptions with instructor intent as well as which video production style is preferred by students. Using a set of production guidelines, an instructor produced two introduction videos; one of low production value, one of high production value. Student participants were surveyed on their perceptions of the instructor as …

Contributors
Lomonte, Cori, Puckett, Kathleen, Crawford, Steven, et al.
Created Date
2019

The purpose of this action research study was to examine how membership within a virtual community of practice impacted individual professional development, knowledge exchange practices, and self-efficacy. The G-3/5/7 virtual community of practice (VCoP) website was created to provide members with access to a wide range of career-related content, while also bestowing them with the level of volition needed to be completely in control of when and how they consume content. Feedback from early cycles of research suggested the pilot version of the VCoP wasn’t perceived as user-friendly and didn’t provide a broad range of professional development-related content. Thus, the …

Contributors
Roy, Brennan M., Marsh, Josephine, Bankus, Tammy, et al.
Created Date
2019

Social media platforms have emerged as leading communication channels for social interaction and information sharing in the early part of the 21st century. In an ideal world, social media users should feel that they can interpret the social interactions they witness and the information that is shared on social media platforms as inherently honest and truthful; however, reality is very different. Social media platforms have become vehicles capable of spreading misinformation quickly and broadly. Information literacy offers a pathway for mitigating the negative consequences of misinformation found within various forms of content provided that instruction is contextually defined and applicable …

Contributors
Martinez, Tome Raymond, Atkinson, Robert, Zuiker, Steven, et al.
Created Date
2019

Preservice teachers are faced with many challenges as they enter their first year of teaching. This is particularly true when dealing with future-ready skills, such as technology integration in K-12 classrooms, an area where many higher education or teaching faculty may not feel comfortable or fluent enough to support preservice teachers or to model in their own instruction. This action research study aimed to understand how faculty develop Technological Pedagogical Content Knowledge (TPACK) in ways that will help them to enhance their instruction and model technology integration for preservice teachers. An online community was created that allowed teacher educators to …

Contributors
Scott, Lynda, Henriksen, Danah, Mishra, Punya, et al.
Created Date
2019

With the fast pace of globalization and the rise of encounters in digital spaces, CALL scholars have become increasingly interested in how digital tools mediate intercultural encounters. However, despite their evident success in connecting students from around the world, current online intercultural exchanges continue to present problems such a promotion of positive experiences over deep intercultural learning and lack of real-life value (O’ Dowd, 2018). In addition, digitally-mediated intercultural learning research is based on the same theoretical approaches to learning that guide CALL research (Firth & Wagner, 1997; Lafford, 2017). Although such frameworks are successful in allowing researchers to conceive …

Contributors
Ocando Finol, Maria Virginia, Lafford, Barbara, Cuya Gavilano, Lorena, et al.
Created Date
2019

Evidence suggests that Augmented Reality (AR) may be a powerful tool for alleviating certain, lightly held scientific misconceptions. However, many misconceptions surrounding the theory of evolution are deeply held and resistant to change. This study examines whether AR can serve as an effective tool for alleviating these misconceptions by comparing the change in the number of misconceptions expressed by users of a tablet-based version of a well-established classroom simulation to the change in the number of misconceptions expressed by users of AR versions of the simulation. The use of realistic representations of objects is common for many AR developers. However, …

Contributors
Henry, Matthew McClellan, Atkinson, Robert K, Johnson-Glenberg, Mina C, et al.
Created Date
2019

Learning analytics application is evolving into a student-facing solution. Student-facing learning analytics dashboards (SFLADs), as one popular application, occupies a pivotal position in online learning. However, the application of SFLADs faces challenges due to teacher-centered and researcher-centered approaches. The majority of SFLADs report student learning data to teachers, administrators, and researchers without direct student involvement in the design of SFLADs. The primary design criteria of SFLADs is developing interactive and user-friendly interfaces or sophisticated algorithms that analyze the collected data about students’ learning activities in various online environments. However, if students are not using these tools, then analytics about students …

Contributors
Li, Siyuan, Zuiker, Steven, Cunningham, James, et al.
Created Date
2019

As higher education embraces innovative educational models, support for the faculty members who must carry them out remains a vital ingredient for success. Despite this need, many institutions adopt innovations such as blended learning for all of the benefits afforded, with minimal consideration to meaningfully equip professors teaching these courses. “Faculty Learning Communities” (FLC’s) provide a powerful model of supporting and equipping faculty in their teaching practice. Nevertheless, ongoing and collaborative faculty development was historically unavailable to professors teaching undergraduate blended courses at Lancaster Bible College. Thus, the purpose of this qualitative action research study was to examine the ways …

Contributors
Harbin, Justin, Rotheram-Fuller, Erin, Foulger, Teresa, et al.
Created Date
2019

Concept maps are commonly used knowledge visualization tools and have been shown to have a positive impact on learning. The main drawbacks of concept mapping are the requirement of training, and lack of feedback support. Thus, prior research has attempted to provide support and feedback in concept mapping, such as by developing computer-based concept mapping tools, offering starting templates and navigational supports, as well as providing automated feedback. Although these approaches have achieved promising results, there are still challenges that remain to be solved. For example, there is a need to create a concept mapping system that reduces the extraneous …

Contributors
Wang, Shang, Walker, Erin, VanLehn, Kurt, et al.
Created Date
2019

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

A recorded tutorial dialogue can produce positive learning gains, when observed and used to promote discussion between a pair of learners; however, this same effect does not typically occur when an leaner observes a tutorial dialogue by himself or herself. One potential approach to enhancing learning in the latter situation is by incorporating self-explanation prompts, a proven technique for encouraging students to engage in active learning and attend to the material in a meaningful way. This study examined whether learning from observing recorded tutorial dialogues could be made more effective by adding self-explanation prompts in computer-based learning environment. The research …

Contributors
Wright, Kyle, Atkinson, Robert K, Savenye, Wilhelmina, et al.
Created Date
2018

Multimedia educational technologies have increased their presence in traditional and online classrooms over the course of the previous decade. These tools hold value and can promote positive learning outcomes but are reliant on students’ degree of cognitive engagement and self-regulation. When students are not cognitively engaged or have low self-regulation capabilities, their interaction with the technology becomes less impactful because of decreased learning outcomes. Building or altering technologies to cognitively engage students is costly and timely; the present study investigates if introducing higher agency roles, to change the role of the student, increases learning outcomes. Specifically, this study investigates if …

Contributors
Novak, Kyrsten, Roscoe, Rod, Branaghan, Russell, et al.
Created Date
2018

The purpose of this study was to investigate the effects of static pedagogical agents (included and excluded) and gamification practice (included and excluded) on vocabulary acquisition and perceptions of cognitive load by junior high students who studied Navajo language via computer-based instructional program. A total of 153 students attending a junior high school in the southwestern United States were the participants for this study. Prior to the beginning of the study, students were randomly assigned to one of four treatment groups who used a Navajo language computer-based program that contained a combination of static pedagogical agent (included and excluded) and …

Contributors
Shurley, Kenneth Alessandro, Savenye, Wilhelmina C, Atkinson, Robert, et al.
Created Date
2018

The problem under investigation was to determine if a specific outline-style learning guide, called a Learning Agenda (LA), can improve a college algebra learning environment and if learner control can reduce the cognitive effort associated with note-taking in this instance. The 192 participants were volunteers from 47 different college algebra and pre-calculus classes at a community college in the southwestern United States. The approximate demographics of this college as of the academic year 2016 – 2017 are as follows: 53% women, 47% men; 61% ages 24 and under, 39% 25 and over; 43% Hispanic/Latino, 40% White, 7% other. Participants listened …

Contributors
Tarr, Julie Charlotte, Nelson, Brian, Atkinson, Robert, et al.
Created Date
2018

This dissertation shares the results of a study of the community of the mobile augmented reality game Pokémon Go. It also serves to build on and expand the framework of Distributed Teaching and Learning (DTALS), which here is used as a framework through which to explore the game’s community (Gee & Gee, 2016; Holmes, Tran, & Gee, 2017). DTALS serves to expand on other models which examine learning in out-of-school contexts, and in particular on the connections between classroom and out-of-school learning, which numerous scholars argue is of critical importance (Sefton-Green, 2004; Vadeboncoeur, Kady-Rachid, & Moghtader, 2014). This framework serves …

Contributors
Tran, Kelly Michaela, Gee, Elisabeth R, Gee, James P, et al.
Created Date
2018

Online teacherpreneurs are current and former PreK-12 teachers who share their original classroom resources in online marketplaces where teachers download them for a small fee. Online teacherpreneurs’ resources are becoming prolific in classrooms today. Meanwhile, online teacherpreneurs stand to gain financially and professionally. This exploratory study drew on conceptual frameworks from entrepreneurship and teacher leadership to describe the practice of online teacherpreneurship in terms of the characteristics of the people who participate, the school environments in which they work, and the possible impacts they experience. An exploratory sequential mixed methods design was used. In phase one, 10 semi-structured interviews were …

Contributors
Shelton, Catharyn Carisa Crane, Archambault, Leanna M, Buss, Ray R, et al.
Created Date
2018