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Noise Thinks the Anthropocene: An Experiment in Noise Poetics
Title
Noise Thinks the Anthropocene: An Experiment in Noise Poetics.
Creator
Zwintscher, Aaron, Mauer, Barry, Grajeda, Anthony, Rounsaville, Angela, Schafer, Mark, University of Central Florida
Abstract / Description
This dissertation is a textual experiment in noise poetics. It is an experiment in that it results from indeterminate means, alternative grammar, and experimental thinking. The outcome was not predetermined. Noise poetics is the use of noise to explain, elucidate, and evoke (akin to other poetic forms) within the textual milieu in a manner that seeks to be less determinate and more improvisational than conventional writing. This text argues that noise poetics is a necessary form for...
Show moreThis dissertation is a textual experiment in noise poetics. It is an experiment in that it results from indeterminate means, alternative grammar, and experimental thinking. The outcome was not predetermined. Noise poetics is the use of noise to explain, elucidate, and evoke (akin to other poetic forms) within the textual milieu in a manner that seeks to be less determinate and more improvisational than conventional writing. This text argues that noise poetics is a necessary form for addressing political inequality, coexistence with the (nonhuman) other, the ecological crisis, and sustainability because it approaches these issues as system of interconnected fragments and excesses and thus has the potential to reach or envision solutions in novel ways. The experiment draws quotations and fragments from a diverse collection of noise theory texts, arranged and assembled via indeterminate cut-up methods based on the work of several prominent artists and theorists (John Cage and William Burroughs among them). The experimental text (contained in full in Appendix B) was then edited and added to in order to craft the textual project into an argument for noise poetics that followed the juxtaposed lines of thought towards possible conclusions and practical applications. This project coincided with and was supplemented by bruit jouissance, a multimedia audiovisual noise project (contained and explicated in Appendix A). The two projects together are two applications of thoryvology (an articulation of noise theory created and presented within the text) and as complementary methods of viewing and understanding each other.
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Date Issued
2017
Identifier
CFE0006679, ucf:51911
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0006679
EFFECTS OF ADVANCE ORGANIZERS ON LEARNING AND RETENTION FROM A FULLY WEB-BASED CLASS
Title
EFFECTS OF ADVANCE ORGANIZERS ON LEARNING AND RETENTION FROM A FULLY WEB-BASED CLASS.
Creator
Chen, Baiyun, Hirumi, Atsusi, University of Central Florida
Abstract / Description
The purpose of this study is to investigate the short-term and long-term effects of two kinds of advance organizers (AOs), a visual concept map and a text outline. The AOs were administered in a fully Web-based course in health care ethics. The outcome measures are students' knowledge acquisition and application in two posttests. This study was conducted through a post-test only control group design with a random assignment. The population of the study involved 166 college students who...
Show moreThe purpose of this study is to investigate the short-term and long-term effects of two kinds of advance organizers (AOs), a visual concept map and a text outline. The AOs were administered in a fully Web-based course in health care ethics. The outcome measures are students' knowledge acquisition and application in two posttests. This study was conducted through a post-test only control group design with a random assignment. The population of the study involved 166 college students who participated in this online class in their junior or senior year. The voluntary research participants were randomly assigned into the two treatment groups and one control group. The treatment of AO was administered as an integral part of a one-week-long online module on the topic of patient-physician relationships. Students of the two treatment groups were presented with one of the two AOs, while the control group was instructed to proceed to textbook reading without an AO. Then, students were tested on the subject matter with two parallel posttests. Both posttests were composed of a multiple-choice question quiz and a set of scenario-based essay questions. The students took posttest I at the end of the instructional week, and posttest II four weeks after. A survey and interviews were also conducted to supplement the quantitative results with contextual information. The findings do not demonstrate a statistically significant AO effect among the treatment groups and the control group. However, in agreement with the previous research, this study shows a positive but inconclusive benefit of using AOs for students' short-term knowledge acquisition. The students using a concept map consistently obtained higher learning achievements than individuals using a text outline. More importantly, this study reiterated the proposition that students of lower-learning abilities benefit more from using an AO for online learning than those of higher-learning abilities. The current study extends our knowledge on the use of AOs in fully Web-based educational environments. The results indicated that although AOs more often than not have small facilitative effects for learners, they are not equally effective for all learners in all learning situations. The incorporation of the instructional strategies, such as AOs, in Web-based courses and programs might benefit online learners, especially those students of lower verbal and analytical abilities, or of lower prior knowledge of the material-to-be-learned.
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Date Issued
2007
Identifier
CFE0001556, ucf:47137
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0001556
Evaluating Teaching Grammar in Specific Constraints of Context: A Pilot Study in the Developmental Writing Program at Seminole State College
Title
Evaluating Teaching Grammar in Specific Constraints of Context: A Pilot Study in the Developmental Writing Program at Seminole State College.
Creator
Roney, Joshua, Marinara, Martha, Scott, John, McDaniel, Rudy, University of Central Florida
Abstract / Description
This pilot study investigated the efficacy of a supplemental Active Learning intervention that was administered with grammar workbook software in remedial-level composition classrooms at Seminole State College. The study analyzed student response data in a pre-test and post-test instrument in four classrooms; two followed standard methods while two incorporated the additional experimental intervention. The groups are identified in this study as either (")Standard(") or (")Experimental,(")...
Show moreThis pilot study investigated the efficacy of a supplemental Active Learning intervention that was administered with grammar workbook software in remedial-level composition classrooms at Seminole State College. The study analyzed student response data in a pre-test and post-test instrument in four classrooms; two followed standard methods while two incorporated the additional experimental intervention. The groups are identified in this study as either (")Standard(") or (")Experimental,(") according to the method administered in the classroom.The intervention was designed based on five grammar topic areas which correspond with content assessed in the pre-test and post-test. The Active Learning method required students to prepare a short, guided presentation on selected grammar topics. Findings showed that there was no significant change in improvement between the pre-test and post-test among the Standard or the Experimental groups, due in part to a relatively small sample size. A positive change approaching significant level occurred in the Experimental group in topic areas related to critical thinking. No significant or near-significant change was observed in the topic areas related to memorization in either group. Recommendations were made for further sampling, modification, and future applications of the intervention used in the study and for continued testing of grammar software used for instruction in Developmental Writing classes at Seminole State College.
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Date Issued
2012
Identifier
CFE0004590, ucf:49218
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0004590
Measuring Player Perceptions of Freedom and Control in Modded and Unmodded Versions of Bethesda's Skyrim: A Qualitative Play Study
Title
Measuring Player Perceptions of Freedom and Control in Modded and Unmodded Versions of Bethesda's Skyrim: A Qualitative Play Study.
Creator
Kretzschmar, Mark, Salter, Anastasia, Stanfill, Mel, Janz, Bruce, Postigo, Hector, University of Central Florida
Abstract / Description
This interdisciplinary dissertation explores perceptions of control in modded and unmodded versions of Bethesda's sandbox video game Skyrim. Sandbox games are known for greater choice options that suggest greater perceptions of control for gamers. Sandbox games also generally encourage the use of user-generated creations called modifications (mods) that users can download to personalize their games. While we need philosophy to understand and define control as a concept, we also need...
Show moreThis interdisciplinary dissertation explores perceptions of control in modded and unmodded versions of Bethesda's sandbox video game Skyrim. Sandbox games are known for greater choice options that suggest greater perceptions of control for gamers. Sandbox games also generally encourage the use of user-generated creations called modifications (mods) that users can download to personalize their games. While we need philosophy to understand and define control as a concept, we also need psychology to understand how users perceive control in media studies. At present, qualitative academic research that measures gamer perceptions of control is non-existent as is research on how users articulate their experiences with mods. Interviews were conducted with twenty-seven individuals who identified as gamers to analyze these perceptions of control in a game like Skyrim. The first chapter is introductory and outlines key terms for the dissertation as well as the play study's methodology. The second chapter examines philosophical and psychological perceptions of control that correspond with negative freedom (freedom from) and positive freedom (freedom to). While no game can promise radical free will because they have been programmed in advance, the information here may be used to demonstrate how perceptions of control might influence game design. The third chapter continues this exploration of perceived control through genre analysis, revealing the relationship between greater perceptions of control and mod support in sandbox video games. The fourth chapter presents the first two findings from the play study that demonstrate how mods influence player perceptions of control. The fifth chapter reveals how gamers of the play study discuss their perceptions of control video games in their own words with an emphasis on positive and negative freedom and generic conventions. The final chapter provides challenges for game design and scholarly qualitative analysis for future research based on findings in the play study.
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Date Issued
2019
Identifier
CFE0007479, ucf:52673
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0007479
EFFECTS OF A COMPUTER GAME ON MATHEMATICS ACHIEVEMENT AND CLASS MOTIVATION: AN EXPERIMENTAL STUDY
Title
EFFECTS OF A COMPUTER GAME ON MATHEMATICS ACHIEVEMENT AND CLASS MOTIVATION: AN EXPERIMENTAL STUDY.
Creator
kebritchi, Mansureh, Hirumi, Atsusi, University of Central Florida
Abstract / Description
In the last few years educational computer games have gained attention as a tool for facilitating learning in different sectors of society including but not limited to military, health, and education. However, advances in computer game technology continue to outpace research on its effectiveness. Few empirical studies have investigated the effects of educational games in the context of formal K-12 settings. The purpose of this study was to examine the effects of a series of mathematics...
Show moreIn the last few years educational computer games have gained attention as a tool for facilitating learning in different sectors of society including but not limited to military, health, and education. However, advances in computer game technology continue to outpace research on its effectiveness. Few empirical studies have investigated the effects of educational games in the context of formal K-12 settings. The purpose of this study was to examine the effects of a series of mathematics computer games on mathematics achievement and motivation of high school students. In addition, the role of prior mathematics knowledge, computer skill, and English language skill of the participants on their mathematics achievement and motivation when they played the games were investigated. A total of 193 students and 10 teachers from an urban high school in the southeast of the United States of the America participated in this study. The teachers were randomly assigned to treatment and control groups. Students' mathematics achievement was measured using school district benchmark exams and a game performance test generated by the developers of the mathematics games. A mathematics motivation questionnaire based on Keller's (1987a) ARCS model of motivational design measured students' mathematics motivation. Multivariate Analysis of Co-Variance (MANCOVA) was conducted to analyze the data. In addition, interviews were conducted to cross validate the results of the quantitative data. The MANCOVA results indicated significant improvement of the mathematics achievement of the experimental versus control group. No significant improvement was found in the motivation of the experimental versus control group. However, a significant improvement was found on the motivation scores of the students who played the games in their school lab and classrooms compared to the ones who played the games only in the school labs. In addition, the findings indicated that prior mathematics knowledge, computer skill and English language skill did not play significant roles in achievement and motivation of the experimental group. Teachers' interviews revealed that these individual differences had indeed played significant roles in game-playing at the beginning of using the games, but the impacts gradually diminished as the students gained the required game-playing skills. The overall results indicated that the mathematics games used in this study were effective teaching and learning tools to improve the mathematics skills of the students. Using the games in mathematics education was suggested by the teachers as an appropriate alternative way of teaching, as one of the teachers stated: "This is definitely the way that we have to go to teach mathematics in the future." Mathematics games should be integrated with classroom activities if teachers want to increase mathematics class motivation. Teachers' helps and supports are vital in using the games effectively in a population with different prior mathematics knowledge, computer skills, and English language skills.
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Date Issued
2008
Identifier
CFE0002066, ucf:47577
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0002066