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Title: SENSEMAKING IN INFORMATION SYSTEMS: TOWARD A SENSEMAKING INQUIRING SYSTEM.
Creator: Parrish, James, Courtney, James, University of Central Florida
Abstract / Description: Complexity and uncertainty have long been problems for organizations of all types. Organizational members do not do a very good job of dealing with the complexity and uncertainty as research shows that when faced with complex situations humans often turn to the same sources of information repeatedly (a practice that will eventually betray them), and/or reduce the amount of scanning that they do (Weick 1995; Boyd and Fulk 1996). Organizations often turn to information systems to help them deal...
Show moreComplexity and uncertainty have long been problems for organizations of all types. Organizational members do not do a very good job of dealing with the complexity and uncertainty as research shows that when faced with complex situations humans often turn to the same sources of information repeatedly (a practice that will eventually betray them), and/or reduce the amount of scanning that they do (Weick 1995; Boyd and Fulk 1996). Organizations often turn to information systems to help them deal with the complexity, but they often take a techno-centric view of knowledge that does not incorporate the human qualities needed for unstructured decisions (Malhotra 1997; Courtney 2001; Malhotra 2001). Additionally, there are times when the information systems that we are using may hinder the processes of dealing with the complexity (Weick and Meader 1993). Weick's (1995) concept of sensemaking is believed to help us to deal with this complexity. In his work with Meader (1993) he wonders what the effects of a sensemaking support system would have, but he does not have the answer because they state that it has not been asked. This dissertation answers the call of Weick and Meader as well as other scholars that have called for sensemaking and human intuition to be included in our information systems. This is accomplished by viewing sensemaking from an inquiring systems perspective (Churchman 1971) to develop a kernel theory that will be used in the context of design science to develop design requirements and principles for a sensemaking system. These design principles are then used to build an instantiation of the system in the form of SenseMan, a system designed to help a local government agency deal with complexity in the context of software updates. Finally the design is evaluated for its effectiveness in dealing with the complexity of in this context using both quantitative and qualitative methods.
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Date Issued: 2008
Identifier: CFE0002253, ucf:47834
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0002253

Title: A DIALECTICAL METHODOLOGY FOR DECISION SUPPORT SYSTEMS DESIGN.
Creator: Elgarah, Wafa, Courtney, James, University of Central Florida
Abstract / Description: As organizations continue to grow in size, reaching global proportions, they have ever increasing impacts on their environments. Some believe that a much broader array of concerns should be brought into organizational decision-making processes, including greater consideration of social, political, ethical and aesthetic factors (Mitroff and Linstone, 1993; Courtney, 2001). Decision environments such as these are decidedly "wicked" (Rittel and Webber, 1973). Designing decision support systems...
Show moreAs organizations continue to grow in size, reaching global proportions, they have ever increasing impacts on their environments. Some believe that a much broader array of concerns should be brought into organizational decision-making processes, including greater consideration of social, political, ethical and aesthetic factors (Mitroff and Linstone, 1993; Courtney, 2001). Decision environments such as these are decidedly "wicked" (Rittel and Webber, 1973). Designing decision support systems in such environments where there is a high level of interconnectedness, issues are overlapping and a multiplicity of stakeholders is involved, is a very complex task. In this dissertation a methodology for the development of a DSS for wicked situations is proposed using the design theory building process suggested by Walls et al. (1992). This proposed theory is based on dialectic theory and the multiple perspective approach suggested by Linstone and Mitroff (1993). The design process consists of identifying relevant stakeholders, their respective worldviews, and conflicts in these worldviews. A design (thesis) and "counter design" (antithesis) are created, and a prototype systems based on these designs are developed. These prototypes are then presented to the different stakeholder groups who engage in a dialogue which leads to the development of a synthesized design. The process is repeated until all conflicts are resolved or resources are exhausted, and a final system is produced. Using action research and system development research methodologies, the proposed design theory was applied to zoning decision process in Orange County, Florida. The results of this study led to the following: 1. It is feasible to implement the MPDP methodology proposed in this dissertation. 2. The MPDP methodology resulted in a synthesized design that accommodates the different views of the stakeholders. 3. The MPDP methodology is suitable for contentious situations and may not be feasible for structured decisions. 4. Most of the subjects did achieve a more understanding of the decision process. These results suggest that the MPDP design theory can be effective in developing decision support systems in contentious situations.
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Date Issued: 2005
Identifier: CFE0000883, ucf:46637
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0000883

Title: Investigating Instructional Designers' Decisions Regarding The Use Of Multimedia Learning Principles in E-learning Course Design.
Creator: Arguelles, Victor, Hartshorne, Richard, Gill, Michele, Vitale, Thomas, Swan, Bonnie, University of Central Florida
Abstract / Description: This study employed a qualitative research design using the Decomposed Theory of Planned Behavior (DTPB) to investigate instructional designers' use of multimedia learning principles (MLPs) in e-learning course design. While MLPs have been extensively studied in educational research and are largely associated with positive results, evidence suggests that instructional designers are not uniformly implementing these strategies when designing e-learning environments. The purpose of this study...
Show moreThis study employed a qualitative research design using the Decomposed Theory of Planned Behavior (DTPB) to investigate instructional designers' use of multimedia learning principles (MLPs) in e-learning course design. While MLPs have been extensively studied in educational research and are largely associated with positive results, evidence suggests that instructional designers are not uniformly implementing these strategies when designing e-learning environments. The purpose of this study was twofold: (a) to understand better the alignment between instructional designers' knowledge and demonstrated implementation of MLPs; and (b) to understand the factors that influence instructional designers' intent and actual implementation of MLPs in their e-learning course design. Based on two interviews conducted with seven instructional designers and an analysis of representative work samples, this study produced seven findings. Participants were recruited using homogenous purposive sampling method from two small corporate organizations whose primary business is the development of e-learning environments. Overall, these findings suggest that, despite being exposed to MLPs and holding positive behavioral beliefs regarding the usefulness of them, instructional designers may hold negative beliefs and face constraining conditions that pose significant barriers to the utilization of MLPs in e-learning course design. Other findings regarding MLP use in design are discussed and future directions for practice, policy, and research are offered.
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Date Issued: 2017
Identifier: CFE0006716, ucf:51898
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006716

Title: The Effects of Presentation Mode and Pace on Learning Immunology with Computer Simulation: A Cognitive Evaluation of a Multimedia Learning Resource.
Creator: Bradley-Radakovich, Kristy, Kincaid, John, Khaled, Annette, McDaniel, Rudy, Greenwood-Ericksen, Adams, University of Central Florida
Abstract / Description: Multimedia learning tools have the potential to benefit instructors and learners as supplemental learning materials. However, when such tools are designed inappropriately, this can increase cognitive taxation and impede learning, rendering the tools ineffective. Guided by the theoretical underpinnings provided by cognitive load theory and the cognitive theory of multimedia learning, this study sought to empirically evaluate the effectiveness of a multimedia simulation tool aimed at teaching...
Show moreMultimedia learning tools have the potential to benefit instructors and learners as supplemental learning materials. However, when such tools are designed inappropriately, this can increase cognitive taxation and impede learning, rendering the tools ineffective. Guided by the theoretical underpinnings provided by cognitive load theory and the cognitive theory of multimedia learning, this study sought to empirically evaluate the effectiveness of a multimedia simulation tool aimed at teaching immunology to novices in an instructional setting. The instructional mode and pace of the tool were manipulated, the three levels of each variable yielding nine experimental groups. The effects of mode and pace on workload and learning scores were observed. The results of this study did not support the theory-driven hypotheses. No significant learning gains were found between the configuration groups, however overall significant learning gains were subsequently found when disregarding mode and pace configuration. Pace was found to influence workload such that fast pace presentations significantly increased workload ratings and a significant interaction of mode and pace was found for workload ratings. The findings suggest that the learning material was too high in intrinsic load and the working memory of the learners too highly taxed for the benefits of applying the design principles to be observed. Results also illustrate a potential exception to the conditions of the design principles when complex terminology is to be presented. Workload findings interpreted in the context of stress adaptation potentially indicate points at which learners at maximum capacity begin to exhibit performance decrements.
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Date Issued: 2011
Identifier: CFE0004090, ucf:49150
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004090

Title: THE CREATION OF TOOLS AND MODELS TO CHARACTERIZE AND QUANTIFY USER-CENTERED DESIGN CONSIDERATIONS IN PRODUCT AND SYSTEM DEVELOPMENT.
Creator: Meza, Katherine, Crumpton-Young, Lesia, University of Central Florida
Abstract / Description: Ease of use differentiates products in a highly competitive market place. It also brings an added value that culminates in a higher degree of customer satisfaction, repeated business, increased sales, and higher revenue. User-centered design is a strategic asset that companies can use to improve their customer relationships by learning more about their customers, and increase their sales. In today's economy, the measurement of intangible assets such as user experience has become a major...
Show moreEase of use differentiates products in a highly competitive market place. It also brings an added value that culminates in a higher degree of customer satisfaction, repeated business, increased sales, and higher revenue. User-centered design is a strategic asset that companies can use to improve their customer relationships by learning more about their customers, and increase their sales. In today's economy, the measurement of intangible assets such as user experience has become a major need for industries because of the relationship between user-centered design and organizational benefits such as customer loyalty. As companies realize that the inclusion of user-centered design concepts in product or system design are a key component of attracting and maintaining customers, as well as increasing revenue, the need for quantitative methods to describe these benefits has become more urgent. The goal of this research is to develop a methodology to characterize user-centered design features, customer benefits and organizational benefits resulting from developing products using user-centered design principles through the use of an integrated framework of critical factors. Therefore, this research focuses on the identification of the most significant variables required to assess and measure the degree of user-centered design (UCD) characteristics included in the various aspects of product development such as physical design features, cognitive design attributes, industrial design aspects and user experience design considerations. Also this research focuses on the development of assessment tools for developers to use when evaluating the incorporation of user-centered design features in the creation of products and systems. In addition, a mathematical model to quantify the inclusion of UCD factors considered in the design of a product and systems is presented in this research. The results obtained using the assessment tools and the mathematical model can be employed to assess the customer benefits and organizational benefits resulting from including user-centered design features in the creation of products and systems. Overall, organizational benefits such as customer loyalty, company image, and profitability are expected to be impacted by the company's capability to meet or exceed stated design claims and performance consistency while maintaining aesthetic appeal, long product life, and product usefulness. The successful completion of this research has produced many beneficial research findings. For example, it has helped characterize and develop descriptors for estimating critical quantitative and qualitative components, sub-components, and factors influencing user-centered design that are related to customer and organizational benefits through the use of fuzzy set modeling. In addition, the development of specific tools, methods, and techniques for evaluating and quantifying UCD components resulted from this study.
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Date Issued: 2008
Identifier: CFE0002178, ucf:47524
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0002178

Title: Grounding Design of Instruction: An exploration of the uses of Scientific-Based Research and Theory in the Design of Online Instruction by Faculty in Higher Education.
Creator: Koech, Japheth, Gunter, Glenda, Xu, Lihua, Hartshorne, Richard, Haciomeroglu, Erhan, University of Central Florida
Abstract / Description: This study was conducted to explore the processes educators in higher education used to ground their design of online instruction using scientific-based research and theory. Literature reviewed suggested reasons educators fail to ground the design of instruction were a lack of formal training in instructional methods, skills, support, and research understanding. The rationale for the study was to (a) increase understanding of how educators use scientific research and theory as a basis in...
Show moreThis study was conducted to explore the processes educators in higher education used to ground their design of online instruction using scientific-based research and theory. Literature reviewed suggested reasons educators fail to ground the design of instruction were a lack of formal training in instructional methods, skills, support, and research understanding. The rationale for the study was to (a) increase understanding of how educators use scientific research and theory as a basis in decision-making during design and creation of online instruction,(b)identify best practices, and (c) add to the conversation in the instructional design field. A qualitative case study research design was utilized to interview, review course, and review documents of four participants to capture their viewpoints as to the (a) meaning of; (b) evidence; (c) step by step processes; and (d) problems associated with the processes of grounding the design of online instruction in scientific-based research and theory. Data obtained were analyzed through detailed case description, direct interpretation, cross-case analysis, pattern establishment, and naturalistic generalization. Pedagogy, instructional design, instructional technology, support, and problems emerged as key thematic issues. Findings suggested that although educators were consistent in defining meaning, followed step-by-step processes, and had evidence to support their decisions, they encountered logistical challenges of time, technology and design in the process of using scientific-based research and theory to ground the design of online instruction. The implications for practice from this research were similar to recommendations of other researchers. For this process to be smoother, regular training, peer professional interactions, and support must be present.
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Date Issued: 2015
Identifier: CFE0005821, ucf:50022
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005821

Title: Investigating Place in the Writing Classroom: Designing a Place-Based Course with a Local Service-Learning Component.
Creator: Pompos, Melissa, Bowdon, Melody, Pigg, Stacey, Rios, Gabriela, University of Central Florida
Abstract / Description: Drawing on literature about place-based education and service-learning, as well as three groups' perspectives about their service-learning experiences, this research describes how place (understood simultaneously as a material agent, a setting for human activity, and a factor in an individual's situatedness) and identity (understood in terms of one's social position) are socially- constructed concepts that impact students' writing and learning experiences. More specifically, this project...
Show moreDrawing on literature about place-based education and service-learning, as well as three groups' perspectives about their service-learning experiences, this research describes how place (understood simultaneously as a material agent, a setting for human activity, and a factor in an individual's situatedness) and identity (understood in terms of one's social position) are socially- constructed concepts that impact students' writing and learning experiences. More specifically, this project presents place-based education as a teaching method that can focus and reinvigorate service-learning in a writing course.Including place-based content and service-learning projects in a writing course requires careful design and reflection. However, course design should not be an activity limited to just teachers. In alignment with feminist research methods and standpoint theory, this research values and privileges the perspectives of stakeholders who are not normally included in the course design process: students and community partners. To present a rich account of these stakeholders' experiences designing, implementing, and participating in a place-based service- learning project, a combination of qualitative data methods (interviews, classroom observations, and textual analyses) is used. This information serves as the basis for the design of a place-based writing course with a local service-learning component. The proposed course asks students to work with community partners to identify a place-based need that can be addressed(-)at least in part(-)by writing-related service. By collaborating with community partners, creating writing products that address community needs, and reflecting on how their identities and learning experiences have been impacted by the places they've worked and the communities they've worked with, students can apply their knowledge in meaningful contexts, write for real audiences, and develop more thorough understandings of the places where they study, work, and live.
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Date Issued: 2015
Identifier: CFE0005865, ucf:50853
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005865

Title: PATCHWORK CULTURE: QUILT TACTICS AND DIGITEXTUALITY.
Creator: Barrett Ferrier, Michelle, Saper, Craig, University of Central Florida
Abstract / Description: Embedded in the quilt top, the fabric patches are relays, time pathways to stories and memories of their former owners. Through the quilts, the voices of the past survive. The stories trace a path of connection between oral traditions, storytelling, the invention of meaning, and the preservation of cultural memory. The theory and method described herein use the quilt patchwork metaphor as the basis for a web interface for designing and modeling knowledge-based graphical, narrative, and...
Show moreEmbedded in the quilt top, the fabric patches are relays, time pathways to stories and memories of their former owners. Through the quilts, the voices of the past survive. The stories trace a path of connection between oral traditions, storytelling, the invention of meaning, and the preservation of cultural memory. The theory and method described herein use the quilt patchwork metaphor as the basis for a web interface for designing and modeling knowledge-based graphical, narrative, and multimedia data. More specifically, the method comprises a digital storytelling and knowledge management tool that allows one or more users to create, save, store, and visually map or model digital stories. The method creates a digital network of a community's stories for digital ethnography work. Digital patches that represent the gateway to the stories of an individual are pieced together into a larger quilt design, creating a visual space that yields the voices of its creators at the click of a mouse. Through this narrative mapping, users are able to deal with complexity, ambiguity, density, and information overload. The method takes the traditional quilt use and appropriates it into a digital apparatus so that the user is connected to multiple points of view that can be dynamically tried out and compared. The hypertextual quilting method fulfills the definition of a deconstructive hypertext and emancipatory social science research methodologies by creating a collaborative, polyvocal interface where users have access to the code, content and conduits to rewrite culture's history with subaltern voices. In this digital place of intertextuality, stories are juxtaposed with images in a montage that denies the authority of a single voice and refuses fixed meaning. In dialogue, contestation, and play, the digitextuality of the Digital Story Quilt provides a praxis for critical theory. The Digital Story Quilt method concerns itself with questions of identity, the processes through which these identities are developed, the mechanics of processes of privilege and marginalization and the possibility of political action through narrative performance against these processes.
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Date Issued: 2007
Identifier: CFE0001659, ucf:47239
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0001659

Title: Site-Embedded Professional Development as a Means to Increase Teachers' Sense of Efficacy: Lessons from a Middle School Quasi-Experimental Study.
Creator: Roy, Melissa, Gill, Michele, Allen, Kay, Hutchinson, Cynthia, Dehlinger, Robin, University of Central Florida
Abstract / Description: The purpose of this quasi-experimental study was to provide site-embedded professional development and coaching support to middle school teachers in an attempt to increase their sense of efficacy for teaching even the most difficult students. The entire faculty (64 teachers) at Jordan Ridge Middle School participated in this intervention. The theoretical framework used to guide this study was conceptual change theory (Pintrich, Marx, (&) Boyle, 1993); specifically, Gregoire's (2003) Cognitive...
Show moreThe purpose of this quasi-experimental study was to provide site-embedded professional development and coaching support to middle school teachers in an attempt to increase their sense of efficacy for teaching even the most difficult students. The entire faculty (64 teachers) at Jordan Ridge Middle School participated in this intervention. The theoretical framework used to guide this study was conceptual change theory (Pintrich, Marx, (&) Boyle, 1993); specifically, Gregoire's (2003) Cognitive-Affective Model of Conceptual Change (CAMCC) informed the design and interpretation of the intervention. A 33-item adaptation of the Teachers' Sense of Efficacy Scale (TSES, Tschannen-Moran and Hoy, 2007) served as a quantitative measure and was administered to teachers at Jordan Ridge Middle School as a pre- and post- test. The same measure was administered to teachers at a neighboring school with similar demographics as a post-test to serve as a comparison. Additionally, qualitative data were gathered in the form of survey open response questions as well as monthly end-of class reflections in order to further illuminate the quantitative findings. The study's findings indicate that providing targeted, responsive, collaborative professional learning opportunities to teachers in the context of their own school may favorably influence their sense of efficacy. This study has practical and theoretical implications for the ways in which K12 teachers are provided opportunities for professional learning and growth.
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Date Issued: 2016
Identifier: CFE0006383, ucf:51538
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006383

Title: Building a Foundation for Goal-Attainment and Problem-Solving in Interdisciplinary Studies: Reimagining Web-Based Core Curriculum through a Classical Lens.
Creator: Jardaneh, Said, Fiore, Stephen, Sims, Valerie, McDaniel, Rudy, University of Central Florida
Abstract / Description: The core curriculum of interdisciplinary studies undergraduate programs represents interdisciplinarity as a consciously applied process, whether individually or collaboratively, of drawing and integrating insights from various disciplinary perspectives toward complex problem-solving and innovation. At the front-end of these programs students are often introduced to interdisciplinarity through terminology, metaphors, concepts, and context that are intended to familiarize them with the process....
Show moreThe core curriculum of interdisciplinary studies undergraduate programs represents interdisciplinarity as a consciously applied process, whether individually or collaboratively, of drawing and integrating insights from various disciplinary perspectives toward complex problem-solving and innovation. At the front-end of these programs students are often introduced to interdisciplinarity through terminology, metaphors, concepts, and context that are intended to familiarize them with the process. This initiation usually precedes what will ultimately entail a limited number of upper-division courses within the several disciplines or areas that will encompass a unique plan of study characterized by its breadth. The philosophy underlying current pedagogy in interdisciplinary studies appears in many ways to mirror the cognitive habitudes and socio-cultural zeitgeist that have emerged with our increasing connectedness with and reliance on digital technology.This dissertation proposes that through a revised front-end core curriculum revisiting both classical and Ramist pedagogy, and perhaps reframing how we think about interdisciplinarity itself, we need not sacrifice depth for breadth. Rather, we may be able to encourage a broadly applicable self-directed goal-centered mindset in our students that places equal emphasis on both breadth and depth in terms of deliberate knowledge acquisition. Through adapting the initial phases of a cognitivist instructional design model provisional week-by-week, curricular content is presented to illustrate how this endeavor might be realized within the context of interdisciplinary studies or like programs. This core curricular model is intended as an alternative well-suited to both the fully online and mixed mode format as well as the diversity of students within the typical undergraduate interdisciplinary studies program.
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Date Issued: 2016
Identifier: CFE0006120, ucf:51180
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006120

Title: DESIGN AND ASSESSMENT OF COMPACT OPTICAL SYSTEMS TOWARDS SPECIAL EFFECTS IMAGING.
Creator: Chaoulov, Vesselin, Rolland, Jannick, University of Central Florida
Abstract / Description: A main challenge in the field of special effects is to create special effects in real time in a way that the user can preview the effect before taking the actual picture or movie sequence. There are many techniques currently used to create computer-simulated special effects, however current techniques in computer graphics do not provide the option for the creation of real-time texture synthesis. Thus, while computer graphics is a powerful tool in the field of special effects, it is neither...
Show moreA main challenge in the field of special effects is to create special effects in real time in a way that the user can preview the effect before taking the actual picture or movie sequence. There are many techniques currently used to create computer-simulated special effects, however current techniques in computer graphics do not provide the option for the creation of real-time texture synthesis. Thus, while computer graphics is a powerful tool in the field of special effects, it is neither portable nor does it provide work in real-time capabilities. Real-time special effects may, however, be created optically. Such approach will provide not only real-time image processing at the speed of light but also a preview option allowing the user or the artist to preview the effect on various parts of the object in order to optimize the outcome. The work presented in this dissertation was inspired by the idea of optically created special effects, such as painterly effects, encoded in images captured by photographic or motion picture cameras. As part of the presented work, compact relay optics was assessed, developed, and a working prototype was built. It was concluded that even though compact relay optics can be achieved, further push for compactness and cost-effectiveness was impossible in the paradigm of bulk macro-optics systems. Thus, a paradigm for imaging with multi-aperture micro-optics was proposed and demonstrated for the first time, which constitutes one of the key contributions of this work. This new paradigm was further extended to the most general case of magnifying multi-aperture micro-optical systems. Such paradigm allows an extreme reduction in size of the imaging optics by a factor of about 10 and a reduction in weight by a factor of about 500. Furthermore, an experimental quantification of the feasibility of optically created special effects was completed, and consequently raytracing software was developed, which was later commercialized by SmARTLens(TM). While the art forms created via raytracing were powerful, they did not predict all effects acquired experimentally. Thus, finally, as key contribution of this work, the principles of scalar diffraction theory were applied to optical imaging of extended objects under quasi-monochromatic incoherent illumination in order to provide a path to more accurately model the proposed optical imaging process for special effects obtained in the hardware. The existing theoretical framework was generalized to non-paraxial in- and out-of-focus imaging and results were obtained to verify the generalized framework. In the generalized non-paraxial framework, even the most complex linear systems, without any assumptions for shift invariance, can be modeled and analyzed.
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Date Issued: 2005
Identifier: CFE0000513, ucf:46447
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0000513

Title: Designing Calorie Counter Smartphone Applications for Effective Weight Loss.
Creator: Milliard, Sharlin, Fanfarelli, Joseph, Bockelman, Patricia, Hartshorne, Richard, University of Central Florida
Abstract / Description: Poor dietary choices and lack of physical activity are two main contributing factors for the increasing prevalence of overweight and obesity in the United States. Overweight and obese individuals are at risk for developing major life-threatening diseases. Weight loss is an effective means for reversing these adverse health effects, and smartphone applications (apps) may be an effective means for supporting weight loss outside of formal clinical settings. This study involved identifying...
Show morePoor dietary choices and lack of physical activity are two main contributing factors for the increasing prevalence of overweight and obesity in the United States. Overweight and obese individuals are at risk for developing major life-threatening diseases. Weight loss is an effective means for reversing these adverse health effects, and smartphone applications (apps) may be an effective means for supporting weight loss outside of formal clinical settings. This study involved identifying factors that contribute to effective weight loss to compare with functionality commonly found in a sample of calorie counter apps. A content analysis was performed using a design framework that included a conceptual model describing the interaction of behaviors for effective weight loss and functional design requirements based upon behavior change and motivation to achieve weight loss. The requirements were used to analyze the presence of features in a sample of popular calorie counting apps, to infer their capability in supporting users' motivation to achieve weight loss. Results indicated that app features might not provide sufficient support to facilitate effective weight loss. Lack of supportive features affects perceived autonomy, relatedness, and competence, reducing motivation. This study provided guidelines to improve the design of calorie counter apps to include more features that support users as they engage in weight loss behaviors. The guidelines may become practical for use in mHealth apps used as part of formal and informal weight management strategies. Implications for future research involving wearable technologies and the use of gamified design strategies are discussed.
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Date Issued: 2019
Identifier: CFE0007838, ucf:52824
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0007838

Title: LIGHTING DESIGN FOR FROM SUN TO SUN: A DAY IN A RAILROAD CAMP.
Creator: Szewczyk, Nathan, Scott, Bert, University of Central Florida
Abstract / Description: In this thesis the notion of a theoretical approach to the beginning stages of designing lighting for a theatrical production will be discussed. The topic being researched is: How a theoretical approach to entering the design process will enhance the final lighting design. The target audience for this study is theatrical lighting designers. A theoretical approach, in this case to the beginning of the design process, could be described as utilizing current dramatic theories to develop a better...
Show moreIn this thesis the notion of a theoretical approach to the beginning stages of designing lighting for a theatrical production will be discussed. The topic being researched is: How a theoretical approach to entering the design process will enhance the final lighting design. The target audience for this study is theatrical lighting designers. A theoretical approach, in this case to the beginning of the design process, could be described as utilizing current dramatic theories to develop a better understanding for the design of this production. In order to better understand this topic one would need to know how the process of lighting design is typically created and where the theoretical approach is implemented. An issue with this approach is that the short period allowed for the design process does not allow sufficient time to utilize a theoretical approach in a real world setting. A way of determining if this process is effective is through personal self review. Journaling and discussion with my advisor for this production will be the method of data collection. The method of validation will be a self reflection at the end of the final performance. An issue with the collection process is its reliance on personal opinions, including the author's. There are no ethical issues relating to this study. When applied, a theoretical approach to the design process will enhance the quality of the final lighting design through allowing the designer to be better prepared for a specific scene that he/she is struggling with.
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Date Issued: 2011
Identifier: CFE0003609, ucf:48874
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0003609

Title: Inquiry as Practice for Continuous Improvement: A Framework for the Curricular Redesign of the Education Doctorate in Curriculum and Instruction Research Continuum at the University of Central Florida.
Creator: Clark, Paola, Boote, David, Vitale, Thomas, Hopp, Carolyn, Swan, Bonnie, University of Central Florida
Abstract / Description: This design-based research study was conducted at the University of Central Florida with the aim of informing the Education Doctorate in Curriculum and Instruction research course sequence within the College of Education and Human Performance. The main purpose of this dissertation was to enhance and enrich the Ed.D. in Curriculum and Instruction research continuum courses to ensure that they support the use of applied research and practical theory as central to the development of scholarly...
Show moreThis design-based research study was conducted at the University of Central Florida with the aim of informing the Education Doctorate in Curriculum and Instruction research course sequence within the College of Education and Human Performance. The main purpose of this dissertation was to enhance and enrich the Ed.D. in Curriculum and Instruction research continuum courses to ensure that they support the use of applied research and practical theory as central to the development of scholarly practitioners. In order to fulfill its purpose, this study addressed three main goals: clarifying the Ed.D. in Curriculum and Instruction program goals, objectives, and research continuum learning outcomes; developing research course sequence curriculum maps; and redesigning sample curriculum units for individual research courses.The curriculum mapping and redesign process was supported by research-based design choices in alignment with the practice-oriented nature of the program. These design choices included the Carnegie Project on the Education Doctorate Working Principles and Design Concepts, in particular the use of Inquiry as Practice as the main redesign framework in combination with improvement science principles. These frameworks were first used as foundations to clarify the Ed.D. in Curriculum and Instruction program goal and overall objectives. Later, user-centered design principles were applied to create faculty and student personas in order to inform the redefinition of individual research course learning outcomes. In addition, the frameworks were used to create alignment matrices and demonstrate where they supported each of the program objectives. This iterative process was carried out simultaneously with the course curriculum map redesign for each of the research continuum courses using backward design principles, the spiral curriculum model, and taking into consideration the most suitable instructional modality for learning outcomes, including the best suited education technology choices. Further, some proposed sample course units were developed in greater detail utilizing Universal Design for Learning principles and the prioritization of learning outcomes. Course contents were selected based on cognitive and reasoning learning theories pertaining to mixed method courses for professional practitioners.The developed prototypes support the continuous Ed.D. in Curriculum and Instruction curriculum redesign efforts of the program and College of Education and Human Performance at the University of Central Florida and clearly distinguish the Ed.D. in Curriculum and Instruction program from traditional, research-based doctorates. Similarly, at the national level, this study also sought to benefit other CPED-influenced professional practice programs, as they also consider the careful redesign of their research or inquiry sequences to define their programs as ones that fully address the needs of advanced professional educators. Acknowledging the limitations of this study, further studies should identifying the motivational, cognitive, and organizational causes affecting student learning outcomes. Implementing and evaluating the prototypes developed to ensure their effectiveness in preparing scholarly practitioners to act as agents of change in their professional practices.
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Date Issued: 2016
Identifier: CFE0006285, ucf:51585
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006285

Title: Secondary World: The Limits of Ludonarrative.
Creator: Dannelly, David, Adams, JoAnne, Price, Mark, Poindexter, Carla, Kovach, Keith, University of Central Florida
Abstract / Description: Secondary World: The Limits of Ludonarrative is a series of short narrative animations that are a theoretical treatise on the limitations of western storytelling in video games. The series covers specific topics relating to film theory, game design and art theory: specifically those associated with Gilles Deleuze, Jean Baudrillard, Jay Bolter, Richard Grusin and Andy Clark. The use of imagery, editing and presentation is intended to physically represent an extension of myself and my thinking...
Show moreSecondary World: The Limits of Ludonarrative is a series of short narrative animations that are a theoretical treatise on the limitations of western storytelling in video games. The series covers specific topics relating to film theory, game design and art theory: specifically those associated with Gilles Deleuze, Jean Baudrillard, Jay Bolter, Richard Grusin and Andy Clark. The use of imagery, editing and presentation is intended to physically represent an extension of myself and my thinking process and which are united through the common thread of my personal feelings, thoughts and experiences in the digital age.
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Date Issued: 2014
Identifier: CFE0005155, ucf:50704
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005155

Design Theory (2)	+ -
cognitive theory of multimedia learning (2)	+ -
curriculum design (2)	+ -
design (2)	+ -
simulation (2)	+ -

2-D animation (1)	+ -
Andy Clark (1)	+ -
CEDHP (1)	+ -
CPED (1)	+ -
Cornerstone (1)	+ -
Decision Support Systems (1)	+ -
Design Science (1)	+ -
Design of online instructions (1)	+ -
Dialectic (1)	+ -
Disciplinarity (1)	+ -
Ed.D. (1)	+ -
Gilles Deleuze (1)	+ -
Goal-Setting Theory (1)	+ -
Grounded Design Practice (1)	+ -
Inquiring Systems (1)	+ -
Instructional Design (1)	+ -
Interdisciplinarity (1)	+ -
Interdisciplinary Studies (1)	+ -
Jay Bolter (1)	+ -
Lucas Pope (1)	+ -
Ludonarrative (1)	+ -
Memory (1)	+ -
Memory Palace (1)	+ -
Method of Loci (1)	+ -
Mnemonics (1)	+ -

University of Central Florida (15)	+ -
Hartshorne, Richard (3)	+ -
Courtney, James (2)	+ -
Gill, Michele (2)	+ -
McDaniel, Rudy (2)	+ -

Swan, Bonnie (2)	+ -
Vitale, Thomas (2)	+ -
Adams, JoAnne (1)	+ -
Allen, Kay (1)	+ -
Arguelles, Victor (1)	+ -
Barrett Ferrier, Michelle (1)	+ -
Bockelman, Patricia (1)	+ -
Boote, David (1)	+ -
Bowdon, Melody (1)	+ -
Bradley-Radakovich, Kristy (1)	+ -
Chaoulov, Vesselin (1)	+ -
Clark, Paola (1)	+ -
Crumpton-Young, Lesia (1)	+ -
Dannelly, David (1)	+ -
Dehlinger, Robin (1)	+ -
Elgarah, Wafa (1)	+ -
Fanfarelli, Joseph (1)	+ -
Fiore, Stephen (1)	+ -
Greenwood-Ericksen, Adams (1)	+ -
Gunter, Glenda (1)	+ -
Haciomeroglu, Erhan (1)	+ -
Hopp, Carolyn (1)	+ -
Hutchinson, Cynthia (1)	+ -
Jardaneh, Said (1)	+ -
Khaled, Annette (1)	+ -

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