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- Title
- A study of the relationship between the quality of district supervisor narrative feedback to school principals as it relates to student achievement, fiscal management, school climate, and teacher effectiveness.
- Creator
-
Chunoo, Karena, Murray, Barbara, Baldwin, Lee, Doherty, Walter, Lue, Martha, University of Central Florida
- Abstract / Description
-
The purpose of this study was to investigate the quality of narrative feedback from district supervisors given to school principals. In addition, building on the research of effective feedback, another purpose of this study was to determine the relationship between supervisor narrative feedback to school principals and four pillars of principal responsibility: student achievement, school climate, fiscal responsibility, and teacher performance. Narrative observation data from the School...
Show moreThe purpose of this study was to investigate the quality of narrative feedback from district supervisors given to school principals. In addition, building on the research of effective feedback, another purpose of this study was to determine the relationship between supervisor narrative feedback to school principals and four pillars of principal responsibility: student achievement, school climate, fiscal responsibility, and teacher performance. Narrative observation data from the School Leadership Evaluation - Florida Model were analyzed from a large urban school district to determine the level, (i.e., quality) of narrative feedback provided to school principals. Additional data were collected on the four pillars of principal responsibilities and then compared to the quality of narrative feedback to determine if a relationship existed between the quality of narrative feedback and each of the principal responsibilities. The information from this study was valuable for understanding the relationships that existed between the quality of feedback given to school leaders to aid in school improvement.
Show less - Date Issued
- 2017
- Identifier
- CFE0006729, ucf:51893
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006729
- Title
- Content and Effects of Specific Targeted Feedback from Teacher Observations on Student Achievement in a Large Urban School District.
- Creator
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Haynes, Rachel, Murray, Barbara, Baldwin, Lee, Doherty, Walter, Spadaccini, Becky, University of Central Florida
- Abstract / Description
-
The purpose of this study was to examine the relationships between the content of specific targeted feedback and student achievement and to identify student and teacher knowledge voids from the content of feedback in relationship to achievement level outcomes. This study aimed to deeply analyze the effects of specific targeted feedback as researched by Rafalski (2015). De-identified data from a purposive sample of Rafalski's (2015) original study were selected from a large urban school...
Show moreThe purpose of this study was to examine the relationships between the content of specific targeted feedback and student achievement and to identify student and teacher knowledge voids from the content of feedback in relationship to achievement level outcomes. This study aimed to deeply analyze the effects of specific targeted feedback as researched by Rafalski (2015). De-identified data from a purposive sample of Rafalski's (2015) original study were selected from a large urban school district in Central Florida as well as student achievement level outcome data from the 2013-2014 Florida Comprehensive Assessment Test 2.0 (FCAT 2.0). Raw observation data were used to determine the content of the feedback and analyzed with statistical tests to identify if relationships existed between the feedback content and student achievement. The observation data came from the 2013-2014 Marzano protocol used in the large urban school district in this study. Data were coded from a rubric created to determine the categories and charges of specific targeted feedback. Descriptive statistics were calculated to identify frequencies in the data, and Pearson's r was used to calculate correlations between the categories and charges of feedback coded and the average student achievement level outcomes for FCAT 2.0 assessments for each teacher in the study. Data from frequency calculations showed areas in which elements scored, feedback categories, and feedback charge were heaviest and lacking. Correlations showed areas in which statistically significant relationships occurred and did not occur. From these data it was determined that in terms of supporting level 1 and level 2 students, teachers did not receive much feedback in areas of building student relationships, and probing low expectancy students. Teachers also received predominantly neutral feedback and feedback that contained coaching tips. The validity and relevancy of the feedback was beyond the scope of this study. Correlational data showed both positive and negative relationships between elements coded and student achievement level outcomes as well as feedback categories and student achievement level outcomes. There were no statistically significant relationships between the charge of feedback and student achievement data.
Show less - Date Issued
- 2016
- Identifier
- CFE0006343, ucf:51562
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006343
- Title
- Feedback Intervention Perceptions: Development and Validation of a Measure.
- Creator
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Young, Brandon, Fritzsche, Barbara, Joseph, Dana, Jentsch, Kimberly, Roth, Colin, University of Central Florida
- Abstract / Description
-
Reactions toward performance feedback have critical implications for organizations and are of great interest to practitioners. Unfortunately, the measurement of employee experiences with feedback intervention varies widely and the literature is flooded with atheoretical, untested measures. Measurement is also commonly done at a global reaction level, largely neglecting the complexity of feedback intervention. The current study presents and tests a new multidimensional measure of feedback...
Show moreReactions toward performance feedback have critical implications for organizations and are of great interest to practitioners. Unfortunately, the measurement of employee experiences with feedback intervention varies widely and the literature is flooded with atheoretical, untested measures. Measurement is also commonly done at a global reaction level, largely neglecting the complexity of feedback intervention. The current study presents and tests a new multidimensional measure of feedback intervention perceptions. The measure is intended to capture facet level perceptions regarding the characteristics of five feedback intervention components (i.e., Performance Measurement, Feedback Content, Feedback Delivery, Organizational System Support, and Feedback Source). Items were generated deductively based on influential works in the feedback and performance management literatures. Confirmatory factor analysis supported a five-factor structure. Correlational analyses demonstrated strong but differential relationships between the measure and several global feedback reaction measures and job satisfaction. Finally, regression analyses demonstrated significant direct effects of feedback intervention perceptions on motivation and intent to use feedback. Organizational (procedural and distributive) justice served to mediate the relationship between the Feedback Intervention Perceptions Scale and motivation. Overall, results support the validity and potential utility of the Feedback Perceptions Scale for both research and practice. Implications for theory and practice and directions for future research are discussed.
Show less - Date Issued
- 2015
- Identifier
- CFE0006237, ucf:51068
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006237
- Title
- IMMEDIATE VERSUS DELAYED FEEDBACK IN SIMULATION BASED TRAINING: MATCHING FEEDBACK DELIVERY TIMING TO THE COGNITIVE DEMANDS OF THE TRAINING EXERCISE.
- Creator
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Bolton, Amy, Bowers, Clint, University of Central Florida
- Abstract / Description
-
Optimal delivery of instruction is both critical and challenging in dynamic, scenario-based training (SBT) computer simulations such as those used by the military. Tasks that human instructors must perform during these sorts of simulated training exercises can impose a heavy burden on them. Partially due to advances in the state-of-the-art in training technology and partially due to the military's desire to reduce the number of personnel required, it may be possible to support functions...
Show moreOptimal delivery of instruction is both critical and challenging in dynamic, scenario-based training (SBT) computer simulations such as those used by the military. Tasks that human instructors must perform during these sorts of simulated training exercises can impose a heavy burden on them. Partially due to advances in the state-of-the-art in training technology and partially due to the military's desire to reduce the number of personnel required, it may be possible to support functions that overburdened instructors perform by automating much of the SBT process in a computer simulation. Unfortunately though, after more than 50 years of literature documenting research conducted in the area of training interventions, few empirically-supported guidelines have emerged to direct the choice and implementation of effective, automated training interventions. The current study sought to provide empirical guidance for the optimal timing of feedback delivery (i.e., immediate vs. delayed) in a dynamic, SBT computer simulation. The premise of the investigation was that the demand for overall cognitive resources during the training exercise would prescribe the proper timing of feedback delivery. To test the hypotheses, 120 volunteers were randomly assigned to 10 experimental conditions. After familiarization on the experimental testbed, participants completed a total of seven, 10-minute scenarios, which were divided across two training phases. During each training phase participants would receive either immediate or delayed feedback and would perform either high or low cognitive load scenarios. Four subtask measures were recorded during test scenarios as well as subjective reports of mental demand, temporal demand and frustration. Instructional efficiency ratios were computed using both objective performance data and subjective reports of mental demand. A series of planned comparisons were conducted to investigate the training effectiveness of differing scenario cognitive loads (low vs. high), timing of feedback delivery (immediate vs. delayed), and sequencing the timing of feedback delivery and the cognitive load of the scenario. In fact, the data did not support the hypotheses. Therefore, post hoc, exploratory data analyses were performed to determine if there were trends in the data that would inform future investigations. The results for these analyses are discussed with suggested directions for future research.
Show less - Date Issued
- 2006
- Identifier
- CFE0001223, ucf:46935
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0001223
- Title
- ADAPTIVE FEEDBACK IN SIMULATION-BASED TRAINING.
- Creator
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Billings, Deborah, Gilson, Richard, University of Central Florida
- Abstract / Description
-
Feedback is essential to guide performance in simulation-based training (SBT) and to refine learning. Generally outcomes improve when feedback is delivered with personalized tutoring that tailors specific guidance and adapts feedback to the learner in a one-to-on environment. Therefore, emulating by automation these adaptive aspects of human tutors in SBT systems should be an effective way to train individuals. This study investigates the efficacy of automating different types of feedback in...
Show moreFeedback is essential to guide performance in simulation-based training (SBT) and to refine learning. Generally outcomes improve when feedback is delivered with personalized tutoring that tailors specific guidance and adapts feedback to the learner in a one-to-on environment. Therefore, emulating by automation these adaptive aspects of human tutors in SBT systems should be an effective way to train individuals. This study investigates the efficacy of automating different types of feedback in a SBT system. These include adaptive bottom-up feedback (i.e., detailed feedback, changing to general as proficiency develops) and adaptive top-down feedback (i.e., general feedback, changing to detailed if performance fails to improve). Other types of non-adaptive feedback were included for performance comparisons as well as to examine the overall cognitive load. To test hypotheses, 130 participants were randomly assigned to five conditions. Two feedback conditions employed adaptive approaches (bottom-up and top-down), two used non-adaptive approaches (constant detailed and constant general), and one functioned as a control group (i.e., only a performance score was given). After preliminary training on the simulator system, participants completed four simulated search and rescue missions (three training missions and one transfer mission). After each training mission, all participants received feedback relative to the condition they were assigned. Overall performance on missions, knowledge post-test scores, and subjective cognitive load were measured and analyzed to determine the effectiveness of the type of feedback. Results indicate that: (1) feedback generally improves performance, confirming prior research; (2) performance for the two adaptive approaches (bottom-up vs. top-down did not differ significantly at the end of training, but the bottom-up group achieved higher performance levels significantly sooner; (3) performance for the bottom-up and constant detailed groups did not differ significantly, although the trend suggests that adaptive bottom-up feedback may yield significant results in further studies. Overall, these results have implications for the implementation of feedback in SBT and beyond for other computer-based training systems.
Show less - Date Issued
- 2010
- Identifier
- CFE0003225, ucf:48555
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0003225
- Title
- An Exploration of the Perceived Change in Administrators' Skill in Giving Targeted Feedback.
- Creator
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Anderson, Kathryn, Taylor, Rosemarye, Baldwin, Lee, Johnson, Jerry, Moxley, Susan, Buckridge, Hilary, University of Central Florida
- Abstract / Description
-
Teachers require research-based feedback from their instructional leaders to push their practice forward. Opportunities to intellectually struggle, develop and communicate our understanding is a venue for learning. Professional learning provides these opportunities and current leadership issues require administrators to deepen their instructional leadership expertise. Results of this study revealed ways of preparing instructional leaders with the skills to give targeted feedback to teachers...
Show moreTeachers require research-based feedback from their instructional leaders to push their practice forward. Opportunities to intellectually struggle, develop and communicate our understanding is a venue for learning. Professional learning provides these opportunities and current leadership issues require administrators to deepen their instructional leadership expertise. Results of this study revealed ways of preparing instructional leaders with the skills to give targeted feedback to teachers as evidenced by the alignment of administrators and teacher results. The ability to give feedback to teachers needs to be part of a collaborative cycle as evidenced in the growth from September 2016 to January 2017 survey results for administrators (d=.56), as well as the statistically significant results of the independent t Tests for both administrators (p(<).000) and teachers (p(<).018).
Show less - Date Issued
- 2018
- Identifier
- CFE0006969, ucf:51649
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006969
- Title
- AN INVESTIGATION INTO PROVIDING FEEDBACK TO USERS OF DECISION SUPPORT SYSTEMS FOR FAULT MANAGEMENT.
- Creator
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Pharmer, James, Bowers, Clint, University of Central Florida
- Abstract / Description
-
Research in several domains has shown that the implementation of computerized decision support aids is often associated with issues of human-automation interaction, which can have disastrous consequences. One often-cited reason for these issues is the poor quality of the feedback that is provided to the operators through these tools. The objective of the proposed investigation is to examine how providing feedback through a decision support tool affects operator knowledge and performance in...
Show moreResearch in several domains has shown that the implementation of computerized decision support aids is often associated with issues of human-automation interaction, which can have disastrous consequences. One often-cited reason for these issues is the poor quality of the feedback that is provided to the operators through these tools. The objective of the proposed investigation is to examine how providing feedback through a decision support tool affects operator knowledge and performance in the context of a fault management task for naval gunfire support. A one-way between-groups comparison was made to investigate differences between providing decision support feedback (logic trace, mission impact, both, no feedback) in a fault management task. Logic trace feedback was posited to provide users with a representation of the logic that the decision support tool used in reaching a conclusion about the best course of action to perform and is posited to support better diagnostic performance. Mission impact feedback was posited to provide the operator with a description of the potential effects that a taking a course of action will have on the pre-planned mission and is expected to support better prognoses of the outcome of a particular fault. Finally, providing both feedback types was posited to support better compensatory actions for fault situations. Results indicated that decision support feedback has potential improve diagnosis and decrease errors of commission in these tasks.
Show less - Date Issued
- 2004
- Identifier
- CFE0000234, ucf:46249
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0000234
- Title
- TRULY ACCOMPLISHED: EXPLORATORY STUDY OF SUCCESS MAP DEVELOPMENT.
- Creator
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Chaffee, Dorey, Fritzsche, Barbara, University of Central Florida
- Abstract / Description
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The current study examined Truly Accomplished (TA), an intervention designed to help individuals develop personalized systems to measure and improve behavior by utilizing well-established principles and research on motivation, participation and feedback. This study focused on participation during Success Map development (an integral step in the TA process) and the impact of using experts to develop Success Maps in the TA system. Using the context of fitness, 40 female participants were...
Show moreThe current study examined Truly Accomplished (TA), an intervention designed to help individuals develop personalized systems to measure and improve behavior by utilizing well-established principles and research on motivation, participation and feedback. This study focused on participation during Success Map development (an integral step in the TA process) and the impact of using experts to develop Success Maps in the TA system. Using the context of fitness, 40 female participants were randomly assigned to either complete the regular TA process, developing their own Success Maps, or the modified TA process, using expert-developed Success Maps. A repeated-measures design with one between-subjects independent variable was used to measure overall effectiveness scores, changes in fitness performance (plank, wall-sit, push-ups, curl-ups) and body composition (BMI, percent body fat), attitudes of system development, satisfaction with TA and satisfaction with life. Additionally, the similarities between expert and self-developed Success Maps were compared. Across all participants, large gains in effectiveness were found, including significant increases in all measurers of fitness performance; however, attitudes were poorer when Success Maps were developed by experts. Moreover, there were differences between expert and self-developed Success Maps. Results support TA as an effective intervention for positive behavior change. The practical and theoretical implications of the differences found between conditions are discussed.
Show less - Date Issued
- 2013
- Identifier
- CFH0004485, ucf:45064
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFH0004485
- Title
- A Single Case Study on the Influence of Feedback on the Instructional Quality of a Preservice Elementary Teacher in Mathematics: The Instructional Quality Assessment Toolkit as a Resource.
- Creator
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Campbell Sutherland, Makini, Dixon, Juli, Safi, Farshid, Hoffman, Elizabeth, Andreasen, Janet, Childs, Kristopher, University of Central Florida
- Abstract / Description
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The purpose of this single case study was to determine if a preservice elementary teacher's instruction would be influenced by feedback on mathematics lessons. The focus of the research was on the use of the Instructional Quality Assessment (IQA) (Boston 2012) toolkit as an integral part in the feedback process. The IQA toolkit provides number ratings as well as qualitative descriptive ratings of various aspects of the mathematics lesson, defined under two constructs, or groups, labeled...
Show moreThe purpose of this single case study was to determine if a preservice elementary teacher's instruction would be influenced by feedback on mathematics lessons. The focus of the research was on the use of the Instructional Quality Assessment (IQA) (Boston 2012) toolkit as an integral part in the feedback process. The IQA toolkit provides number ratings as well as qualitative descriptive ratings of various aspects of the mathematics lesson, defined under two constructs, or groups, labeled Academic Rigor and Accountable Talk. The researcher evaluated a preservice teacher's instruction on three occasions and facilitated feedback sessions following those observation sessions, integrating the number ratings of the IQA toolkit with the qualitative descriptions of expectations. It was found that there was an increase in ratings for both constructs of Academic Rigor and Accountable Talk over the period of three feedback cycles. There was a difference in how the students were facilitated in instruction over the three observations. The teacher became more aware of some of her behaviors in the classroom that contributed to the type of instruction given to students.In reviewing the literature, there was limited evidence of the use of the IQA toolkit for the iterative process of teaching, feedback, and teaching informed by feedback. This research is therefore useful in expanding the use of the IQA toolkit for feedback purposes. Preservice teachers as well as in-service teachers can benefit from feedback focused on mathematics teaching that makes them more aware of their strengths and weaknesses so they are able to adjust instruction based on the feedback received.
Show less - Date Issued
- 2018
- Identifier
- CFE0006983, ucf:51679
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006983
- Title
- THE EFFECT OF IMMEDIATE FEEDBACK AND AFTER ACTION REVIEWS (AARS) ON LEARNING, RETENTION AND TRANSFER.
- Creator
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Sanders, Michael, Williams, Kent, University of Central Florida
- Abstract / Description
-
An After Action Review (AAR) is the Army training system's performance feedback mechanism. The purpose of the AAR is to improve team (unit) and individual performance in order to increase organizational readiness. While a large body of knowledge exists that discusses instructional strategies, feedback and training systems, neither the AAR process nor the AAR systems have been examined in terms of learning effectiveness and efficiency for embedded trainers as part of a holistic training system...
Show moreAn After Action Review (AAR) is the Army training system's performance feedback mechanism. The purpose of the AAR is to improve team (unit) and individual performance in order to increase organizational readiness. While a large body of knowledge exists that discusses instructional strategies, feedback and training systems, neither the AAR process nor the AAR systems have been examined in terms of learning effectiveness and efficiency for embedded trainers as part of a holistic training system. In this thesis, different feedback methods for embedded training are evaluated based on the timing and type of feedback used during and after training exercises. Those feedback methodologies include: providing Immediate Directive Feedback (IDF) only, the IDF Only feedback condition group; using Immediate Direct Feedback and delayed feedback with open ended prompts to elicit self-elaboration during the AAR, the IDF with AAR feedback condition group; and delaying feedback using opened ended prompts without any IDF, the AAR Only feedback condition group. The results of the experiment support the hypothesis that feedback timing and type do effect skill acquisition, retention and transfer in different ways. Immediate directive feedback has a significant effect in reducing the number of errors committed while acquiring new procedural skills during training. Delayed feedback, in the form of an AAR, has a significant effect on the acquisition, retention and transfer of higher order conceptual knowledge as well as procedural knowledge about a task. The combination of Immediate Directive Feedback with an After Action Review demonstrated the greatest degree of transfer on a transfer task.
Show less - Date Issued
- 2005
- Identifier
- CFE0000441, ucf:46411
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0000441
- Title
- Interpersonal Behavior Traits and Their Relationship to Administrator-to-Teacher Feedback: A Quantitative Study.
- Creator
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Walker, Robert, Murray, Barbara, Murray, Kenneth, Baldwin, Lee, Myers, Mary, University of Central Florida
- Abstract / Description
-
The purpose of this study was to explore what, if any, relationship exists between the interpersonal behavior traits held by administrators and the quality of the feedback they provide to teachers. The Interpersonal Behavior Survey (IBS) was used to develop interpersonal behavior profiles for all the school-based administrators from a moderately sized school district who consented to participate in the study. Additionally, the comments submitted as feedback to teachers by the participating...
Show moreThe purpose of this study was to explore what, if any, relationship exists between the interpersonal behavior traits held by administrators and the quality of the feedback they provide to teachers. The Interpersonal Behavior Survey (IBS) was used to develop interpersonal behavior profiles for all the school-based administrators from a moderately sized school district who consented to participate in the study. Additionally, the comments submitted as feedback to teachers by the participating administrators were reviewed and scored using a rubric.Multiple regression analysis was performed to determine what, if any, relationship exists between the traits measured by the IBS and feedback quality. The IBS is divided into four scales: validity, assertiveness, aggressiveness, and relationship. These groupings were used to formulate the four research questions that guided this study: (1) what, if any, relationship exists between assertiveness traits and feedback quality, (2) what, if any, relationship exists between aggressiveness traits and feedback quality, (3) what, if any, relationship exists between relationship traits and feedback quality, and (4) what, if any, relationship exists between scores above the cut-off for reliability on any of the three validity scales and the quality of feedback given. No significant relationship was found to exist between any of the four IBS scale groupings and feedback quality; however, power analysis showed the lack of significance observed in this study could be due to the size of the population and not a true lack of significance. The study did find a significantrelationship between age and years of experience in administration and feedback quality. iiiThis study is valuable in that it contributes to the conversation regarding teacher effectiveness ratings, feedback, and sheds light on the role interpersonal behavior traits held by the administrator play in the feedback giving process. This study suggests there is reason to continue exploring the important role conflict avoidance may play in teacher evaluation and teacher effectiveness ratings.
Show less - Date Issued
- 2018
- Identifier
- CFE0007111, ucf:51957
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0007111
- Title
- Moving Towards a Dialogic Pedagogy: Using Video Feedback as a Teaching Tool to Respond to Writing across Disciplines.
- Creator
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Martin, Paul, Vie, Stephanie, Brenckle, Martha, Roozen, Kevin, Kitalong, Karla, University of Central Florida
- Abstract / Description
-
This study examined the impact of video feedback (VF) as a teaching tool for responding to writing activities and assignments across disciplines and whether or not VF can help instructors facilitate dialogic exchanges between students and teachers. I conducted three case studies with three different instructors from three different disciplines: psychology, history, and nanoscience. To determine the potential of video feedback to facilitate dialogic pedagogies, this dissertation examined the...
Show moreThis study examined the impact of video feedback (VF) as a teaching tool for responding to writing activities and assignments across disciplines and whether or not VF can help instructors facilitate dialogic exchanges between students and teachers. I conducted three case studies with three different instructors from three different disciplines: psychology, history, and nanoscience. To determine the potential of video feedback to facilitate dialogic pedagogies, this dissertation examined the presence of transformational leadership theory (Parkin, 2017), the voices of teaching and learning (Collison et al., 2001), and gesture theory (Bavelas et al., 2014; Pera?kyla? (&) Ruusuvuori, 2008) for the paralinguistic activity in the VF content to determine if the presence of these theories position students as what Buber (1965) referred to as a (")Thou(") and dismantle the authoritative discourses (Bakhtin, 1994) in higher education that hinder learning. This dissertation found that teachers experienced meta-reflection and self-dialogue from making videos, which is dialogic. This study also found that instructors can facilitate dialogic exchanges that undermine authoritative discourses if they can utilize their paralinguistic activity that video affords them. This study also revealed that using VF requires overcoming a significant learning curve, and that Writing Across the Curriculum (WAC) can help teachers improve how they negotiate feedback variables like the assignment, discipline, pedagogy, and learning outcome that can lead to dialogic feedback.
Show less - Date Issued
- 2019
- Identifier
- CFE0007497, ucf:52650
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0007497
- Title
- TEXT VERSUS VERBAL REAL-TIME FEEDBACK DURING SIMULATION-BASED TRAINING OF HIGHER-ORDER COGNITIVE SKILLS.
- Creator
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Fiorella, Christopher, Shumaker, Randall, University of Central Florida
- Abstract / Description
-
A crucial component of instructional design for simulation-based training systems involves optimizing the presentation of complex material in order to maximize knowledge acquisition and application. One approach toward facilitating the learning of this complex information is to instantiate instructional strategies within the training systems themselves. However, there are few established guidelines in place which are meant specifically for real-time guidance strategies within simulation-based...
Show moreA crucial component of instructional design for simulation-based training systems involves optimizing the presentation of complex material in order to maximize knowledge acquisition and application. One approach toward facilitating the learning of this complex information is to instantiate instructional strategies within the training systems themselves. However, there are few established guidelines in place which are meant specifically for real-time guidance strategies within simulation-based environments. Consequently, this study aims to apply findings from the literature on instructional information presentation to drive decisions for how to most effectively provide real-time feedback during training of simulated decision-making tasks. Research has shown that presenting text information in an auditory mode during direct instruction of operational tasks enhances learning and reduces the probability of learners experiencing cognitive overload. Similar effects have been found regarding the presentation modality of feedback during operational tasks. In the current study, this principle was extended by comparing text versus verbal real-time feedback presentation during learning of higher-level cognitive skills in a virtual environment. Participants were instructed on how to perform a simulated decision-making task, while receiving text, verbal or no instructional feedback in real-time, based on their performance. Participants then completed an assessment scenario in which no feedback was provided to any group. It was hypothesized that a linear relationship would exist across each of the three conditions, with the verbal group making the best decisions, followed by the text group, and then by the control group. Additionally, reduced cognitive load was expected throughout the instructional process for those receiving verbal feedback prompts compared to those receiving text prompts and the control. Analyses revealed several significant linear trends across conditions regarding measures of knowledge acquisition and application. The results provide support for the hypothesis that verbal real-time feedback is more effective than text during training of primarily visual tasks for the acquisition of higher-order cognitive skills such as decision making. There were no significant linear trends regarding the amount of cognitive load subjectively reported during training and assessment. The results of this study indicate that instructional systems intended to train primarily visual tasks should present real-time feedback in verbal rather than text form.
Show less - Date Issued
- 2010
- Identifier
- CFE0003555, ucf:48915
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0003555
- Title
- Does Constructive Criticism Boost Creativity? Examining the Moderating Role of Leader-Member Exchange, Learning Goal Orientation, and Feedback Seeking Behavior.
- Creator
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Burnell, Devin, Modianos, Doan, Ford, Cameron, Ehrhart, Mark, University of Central Florida
- Abstract / Description
-
This research investigates whether constructive criticism enhances creative performance within the relationship context of leaders and followers. Previous research on leadership and creativity defines creative products as novel and useful, but overlooks antecedents to creative action(-)the immediate precondition of creative products. Creative action, or creative performance, includes (1) identifying a problem, (2) searching for information, (3) generating solutions, and (4) evaluating the...
Show moreThis research investigates whether constructive criticism enhances creative performance within the relationship context of leaders and followers. Previous research on leadership and creativity defines creative products as novel and useful, but overlooks antecedents to creative action(-)the immediate precondition of creative products. Creative action, or creative performance, includes (1) identifying a problem, (2) searching for information, (3) generating solutions, and (4) evaluating the best solution. Previous research informs that three psychological mechanisms are responsible for creative actions: (1) sense-making, (2) motivation, and (3) knowledge processes. Constructive criticism is posited to act simultaneously on each of these processes to encourage creative performance across the creativity process. This relationship is hypothesized to be moderated by leader-member exchange. Furthermore, follower feedback-seeking behavior and learning goal orientation are also hypothesized to moderate the constructive criticism and creativity relationship. A series of moderated multiple regression analyses were conducted on survey data from 201 employees and 83 leader-follower dyads. Results indicate that constructive criticism has a null relationship with creativity, and may be detrimental to the in-role performance of followers. However, more nuanced analyses show that these relationships are to some degree moderated by leader-member exchange, the follower's learning goal orientation, and the follower's frequency of feedback seeking behavior.
Show less - Date Issued
- 2018
- Identifier
- CFE0006982, ucf:51681
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0006982
- Title
- NON-SILICON MICROFABRICATED NANOSTRUCTURED CHEMICAL SENSORS FOR ELECTRIC NOSE APPLICATION.
- Creator
-
Gong, Jianwei, Chen, Quanfang, University of Central Florida
- Abstract / Description
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A systematic investigation has been performed for "Electric Nose", a system that can identify gas samples and detect their concentrations by combining sensor array and data processing technologies. Non-silicon based microfabricatition has been developed for micro-electro-mechanical-system (MEMS) based gas sensors. Novel sensors have been designed, fabricated and tested. Nanocrystalline semiconductor metal oxide (SMO) materials include SnO2, WO3 and In2O3 have been studied for gas sensing...
Show moreA systematic investigation has been performed for "Electric Nose", a system that can identify gas samples and detect their concentrations by combining sensor array and data processing technologies. Non-silicon based microfabricatition has been developed for micro-electro-mechanical-system (MEMS) based gas sensors. Novel sensors have been designed, fabricated and tested. Nanocrystalline semiconductor metal oxide (SMO) materials include SnO2, WO3 and In2O3 have been studied for gas sensing applications. Different doping material such as copper, silver, platinum and indium are studied in order to achieve better selectivity for different targeting toxic gases including hydrogen, carbon monoxide, hydrogen sulfide etc. Fundamental issues like sensitivity, selectivity, stability, temperature influence, humidity influence, thermal characterization, drifting problem etc. of SMO gas sensors have been intensively investigated. A novel approach to improve temperature stability of SMO (including tin oxide) gas sensors by applying a temperature feedback control circuit has been developed. The feedback temperature controller that is compatible with MEMS sensor fabrication has been invented and applied to gas sensor array system. Significant improvement of stability has been achieved compared to SMO gas sensors without temperature compensation under the same ambient conditions. Single walled carbon nanotube (SWNT) has been studied to improve SnO2 gas sensing property in terms of sensitivity, response time and recovery time. Three times of better sensitivity has been achieved experimentally. The feasibility of using TSK Fuzzy neural network algorithm for Electric Nose has been exploited during the research. A training process of using TSK Fuzzy neural network with input/output pairs from individual gas sensor cell has been developed. This will make electric nose smart enough to measure gas concentrations in a gas mixture. The model has been proven valid by gas experimental results conducted.
Show less - Date Issued
- 2005
- Identifier
- CFE0000377, ucf:46328
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0000377
- Title
- DESIGN, MODELING, AND CONTROL OF THREE-PORT CONVERTERS FOR SOLAR POWER APPLICATIONS.
- Creator
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Reese, Justin, Batarseh, Issa, University of Central Florida
- Abstract / Description
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This paper describes the results of research into multi-port converter design and control, specifically a pair of three-port topologies based on the half-bridge and full-bridge topologies. These converters are capable of simultaneous and independent regulation of two out of their three ports, while the third port provides the power balance in the system. A dynamic model was developed for each topology to aid in testing and for designing the control loops. The models were then used to design...
Show moreThis paper describes the results of research into multi-port converter design and control, specifically a pair of three-port topologies based on the half-bridge and full-bridge topologies. These converters are capable of simultaneous and independent regulation of two out of their three ports, while the third port provides the power balance in the system. A dynamic model was developed for each topology to aid in testing and for designing the control loops. The models were then used to design the control structures, and the results were tested in Simulink. In addition, a basic outline of a system level architecture to control multiple converters working in parallel is presented. To improve the reliability of this system, output current sharing controls were also developed. Finally, one of the topologies is analyzed in detail in order to obtain a set of design equations that can be used to improve the efficiency, weight, and cost of the converter for a specific application.
Show less - Date Issued
- 2007
- Identifier
- CFE0001921, ucf:47487
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0001921
- Title
- DISTRIBUTED TEAM TRAINING: EFFECTIVE TEAM FEEDBACK.
- Creator
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Oden, Kevin, Mouloua, Mustapha, University of Central Florida
- Abstract / Description
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ABSTRACT The United States Army currently uses after action reviews (AARs) to give personnel feedback on their performance. However, due to the growing use of geographically distributed teams, the traditional AAR, with participants and a moderator in the same room, is becoming difficult; therefore, distributed AARs are becoming a necessity. However, distributed AARs have not been thoroughly researched. To determine what type of distributed AARs would best facilitate team training in...
Show moreABSTRACT The United States Army currently uses after action reviews (AARs) to give personnel feedback on their performance. However, due to the growing use of geographically distributed teams, the traditional AAR, with participants and a moderator in the same room, is becoming difficult; therefore, distributed AARs are becoming a necessity. However, distributed AARs have not been thoroughly researched. To determine what type of distributed AARs would best facilitate team training in distributed Army operations, feedback media platforms must be compared. This research compared three types of AARs, which are no AAR, teleconference AAR, and teleconference AAR with visual feedback, to determine if there are learning differences among these conditions. Participants completed three search missions and received feedback between missions from one of these conditions. Multiple ANOVAs were conducted to compare these conditions and trials. Results showed that overall the teleconference AAR with visual feedback improved performance the most. A baseline, or no AAR, resulted in the second highest improvement, and the teleconference condition resulted in the worst overall performance. This study has implications for distributed military training and feedback, as well as other domains that use distributed training and feedback.
Show less - Date Issued
- 2008
- Identifier
- CFE0002483, ucf:47685
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0002483
- Title
- FEEDBACK-BASED ALCOHOL INTERVENTIONS FOR MANDATED STUDENTS: A COMPARISON OF INDIVIDUAL, GROUP, AND ELECTRONIC FORMATS.
- Creator
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Alfonso, Jacqueline, Dunn, Michael, University of Central Florida
- Abstract / Description
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The present study examined the effectiveness of personalized alcohol feedback interventions in three different delivery formats on alcohol use and related negative consequences in a sample of mandated college students referred for alcohol-related violations. Participants were randomized to one of three conditions: an individually-delivered face-to-face intervention, a group-delivered face-to-face intervention, or a web-based electronically-delivered intervention. Given that the current study...
Show moreThe present study examined the effectiveness of personalized alcohol feedback interventions in three different delivery formats on alcohol use and related negative consequences in a sample of mandated college students referred for alcohol-related violations. Participants were randomized to one of three conditions: an individually-delivered face-to-face intervention, a group-delivered face-to-face intervention, or a web-based electronically-delivered intervention. Given that the current study sought to modify factors associated with alcohol use, analyses were conducted using only those participants who reported alcohol use at the baseline assessment. The final sample resulted in 173 participants, 18-years-of-age and over, and consisted of 57% males (n = 98) who ranged in age from 18 to 25 years, with a mean age of 18.77 (SD = 1.08). The sample distributions in the individual, group, and electronic conditions were 53 (35 males), 72 (41 males), and 48 (22 males), respectively. Self-reported participant race was 82% White, 9% "Other", 4% Black, 4% Asian, and 1% American Indian or Alaska Native, with 91% classifying their ethnicity as Non-Latino/a. Participant class standing consisted of 69% freshmen, 21% sophomores, 6% juniors, and 4% seniors. The type of housing participants reported living in was comprised of 51% on-campus residence hall, 24% off-campus without parents, 20% university-affiliated off-campus, 2% off-campus with parents, 2% "other" type of housing, and 1% who reported living in a fraternity/sorority house. Findings revealed statistically significant reductions in alcohol use for the individually-delivered intervention, and statistically significant reductions in alcohol-related harms for the individually- and electronically-delivered interventions. No statistically significant results were found for the group-delivered intervention. This study is the first randomized clinical trial to compare an empirically supported individually-delivered personalized alcohol feedback intervention with more cost-effective group- and electronically-delivered feedback formats within a single research design. This examination also sought to add to the extant literature on mandated college students by expanding the range of participant drinking habits reported at baseline to include all drinking levels (excluding those meeting criteria for alcohol dependence), not solely those classified as 'heavy drinking,' as is the typical research convention. Additionally, given the potential demand characteristics to underreport illegal and/or illicit behaviors, this is the first study to provide mandated college students with anonymity pre- and post-intervention. Suggestions for future research, limitations of the current investigation, and implications for the development and improvement of personalized feedback interventions and of interventions aimed at mandated college students are also discussed.
Show less - Date Issued
- 2008
- Identifier
- CFE0002346, ucf:47823
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0002346
- Title
- INVESTIGATING THE OPTIMAL PRESENTATION OF FEEDBACK IN SIMULATION-BASED TRAINING: AN APPLICATION OF THE COGNITIVE THEORY OF MULTIMEDIA LEARNING.
- Creator
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Van Buskirk, Wendi, Bowers, Clint, University of Central Florida
- Abstract / Description
-
There are many different training interventions that can be used in simulation based training systems (e.g., cueing, hinting, highlighting, deliberate practice, etc.). However, the most widely used training intervention in the military is feedback, most often presented in the form of a debrief. With advances in technology, it is possible to measure and diagnose performance in real-time. Thus it is possible to provide immediate feedback during scenarios. However, training systems designers...
Show moreThere are many different training interventions that can be used in simulation based training systems (e.g., cueing, hinting, highlighting, deliberate practice, etc.). However, the most widely used training intervention in the military is feedback, most often presented in the form of a debrief. With advances in technology, it is possible to measure and diagnose performance in real-time. Thus it is possible to provide immediate feedback during scenarios. However, training systems designers should not consider the timing of feedback in isolation. There are other parameters of feedback that must also be considered which may have an impact on performance. Specifically, feedback content and modality may also have an impact on the appropriate timing of feedback and its' effectiveness in simulation training environments. Moreno and Mayer (2000) propose a cognitive theory of multimedia learning which describes how instruction is perceived and processed by a trainee. Using this theoretical framework, I investigate the optimal use of feedback while considering the interaction of feedback timing, content, and modality in scenario-based training environments. In order to investigate the relationship between the timing, modality, and content of feedback, a 2 (immediate, delayed) X 2 (visual, auditory) X 2 (process, outcome) between-subjects design was used (a no feedback control condition was also included). Ninety participants were randomly assigned to the nine experimental groups. These participants performed a visual-spatial military task called the Forward Observer PC-based Simulation. Results indicated that receiving feedback was beneficial to improve performance as compared to receiving no feedback. As hypothesized, during a visual-spatial task, auditory feedback presented during a scenario led to higher performance than visual feedback. Finally, while I did not support my hypothesis that an interaction between all three components of feedback would affect performance, it is promising that the pattern of results mirrored the hypothesized pattern. Theoretical and practical implications, as well as limitations of the current study and directions for future research are discussed.
Show less - Date Issued
- 2011
- Identifier
- CFE0003604, ucf:48875
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0003604
- Title
- STRUCTURAL ANALYSIS AND ACTIVE VIBRATION CONTROL OF TETRAFORM SPACE FRAME FOR USE IN MICRO-SCALE MACHINING.
- Creator
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Knipe, Kevin, Xu, Chengying, University of Central Florida
- Abstract / Description
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This research thesis aims to achieve the structural analysis and active vibration damping of the Tetraform machining structure. The Tetraform is a space frame made up of four equilateral triangles with spherical masses at the four vertices. This frame was originally developed for grinding of optical lenses and is now being adapted for use in micro-precision milling. The Tetraform is beneficial to the milling process due to its exceptionally high dynamic stiffness characteristics, which...
Show moreThis research thesis aims to achieve the structural analysis and active vibration damping of the Tetraform machining structure. The Tetraform is a space frame made up of four equilateral triangles with spherical masses at the four vertices. This frame was originally developed for grinding of optical lenses and is now being adapted for use in micro-precision milling. The Tetraform is beneficial to the milling process due to its exceptionally high dynamic stiffness characteristics, which increases the machining stability and allows for higher material removal rates and accuracy. However, there are still some modes of vibration that are critical to the milling process and need to be dampened out. Under operating conditions of many structures, resonant modes of vibration can easily be excited which often lead to structural failure or significant reduction in operating performance. For the milling application, resonant frequencies of the machining structure can severely limit the milling process. The goal of the presented research is to increase surface and subsurface integrity with optimal material removal rate and least possible machining vibration, while maintaining accurate precision and surface finish. The vibrations from the machine tool not only affect the quality of the machined part but also the machine tool itself, since the cutting tool is susceptible to break or wear quickly when operating at high vibration modes, thus inevitably decreasing tool life. Vibration control has gained considerable attention in many areas including aerospace, automotive, structural, and manufacturing. Positive Position Feedback (PPF) is a vibration control scheme that is commonly used for its robust stability properties. A PPF controller works as a low pass filter, eliminating instability from unmodeled higher-frequency modes. The PPF controller concept is used in developing an active vibration control scheme to target the critical frequencies of the Tetraform. The controller is implemented with use of piezoelectric actuators and sensors, where the sensors are bonded to the opposing sides of the beams as the actuators, allowing for the assumption of collocation. The sensor/actuator pairs are placed at an optimal location on the Tetraform with high modal displacements for all the critical frequencies. Multiple finite element models are developed in order to analyze the structural dynamics and allow for controller design. A model is developed in the finite element software ANSYS and is used to obtain the Tetraform's dynamic characteristics, which include natural frequencies and mode shapes. This model is also used to visualize the changes in mode shapes due to structural modifications or different material selections. Other models are also developed in Matlab and Simulink. This consists of the creation of a finite element model which is then converted to state space. The piezoelectric transducers are included in this model for the input and output of the state space model. This model can be used for controller design where the goal is to create maximum decibel reduction at critical frequencies while attempting to minimize controller effort.
Show less - Date Issued
- 2009
- Identifier
- CFE0002962, ucf:47976
- Format
- Document (PDF)
- PURL
- http://purl.flvc.org/ucf/fd/CFE0002962
