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THE EFFECTS OF PRIOR KNOWLEDGE ACTIVATION ON LEARNER RETENTION OF NEW CONCEPTS IN LEARNING OBJECTS
Title
THE EFFECTS OF PRIOR KNOWLEDGE ACTIVATION ON LEARNER RETENTION OF NEW CONCEPTS IN LEARNING OBJECTS.
Creator
Henderson, Kelsey, Hirumi, Atsusi, University of Central Florida
Abstract / Description
Establishing relationships between a learner's prior knowledge and any new concepts he or she will be expected to learn is an important instructional activity. Learning objects are often devoid of such activities in an attempt to maintain their conciseness and reusability in a variety of instructional contexts. The purpose of this study was to examine the efficacy of using questioning as a prior knowledge activation strategy in learning objects. Previous research on the use prior...
Show moreEstablishing relationships between a learner's prior knowledge and any new concepts he or she will be expected to learn is an important instructional activity. Learning objects are often devoid of such activities in an attempt to maintain their conciseness and reusability in a variety of instructional contexts. The purpose of this study was to examine the efficacy of using questioning as a prior knowledge activation strategy in learning objects. Previous research on the use prior knowledge activation strategies supports their effectiveness in helping to improve learner retention. Approaches such as questioning, advance organizers, and group discussions are examples of techniques used in previous studies. Participants enrolled in a Navy engineering curriculum were randomly assigned to two groups (experimental and comparison). The experimental group was exposed to a prior knowledge activation component at the start of session I, while the comparison group received no treatment. Participants in both groups were tested at three different times during the course of the study– the pretest, at the start of session 1, posttest I, at the conclusion of session1, and posttest II, during session 2. The findings indicate that the prior knowledge activation strategy did not result in statistically significant differences between the levels of retention gained by the experimental and comparison groups. Due to administrative constraints experienced during the course of the study, statistical power was not achieved due to an insufficiently sized sample. Potential limitations and implications for future research directions are described.
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Date Issued
2007
Identifier
CFE0001739, ucf:47307
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0001739
COGNITIVE THEORY: A QUALITATIVE COMPARISON OF THE GEORGE W. BUSH ADMINISTRATION AND THE BARACK H.OBAMA ADMINISTRATION
Title
COGNITIVE THEORY: A QUALITATIVE COMPARISON OF THE GEORGE W. BUSH ADMINISTRATION AND THE BARACK H.OBAMA ADMINISTRATION.
Creator
Urbanovich, Shelley, David, Houghton, University of Central Florida
Abstract / Description
Although Republicans and Democrats frequently disagree ideologically, the leaders of both parties share one commonality in particular - they inevitably make flawed judgments. To adequately understand the extent to which psychological filters act as a fundamental factor in decision making, this thesis shall analyze current political events and observe how partisans within both administrations deal with information incompatible with their own values and beliefs. Specifically referencing the war...
Show moreAlthough Republicans and Democrats frequently disagree ideologically, the leaders of both parties share one commonality in particular - they inevitably make flawed judgments. To adequately understand the extent to which psychological filters act as a fundamental factor in decision making, this thesis shall analyze current political events and observe how partisans within both administrations deal with information incompatible with their own values and beliefs. Specifically referencing the war in Iraq, weapons of mass destruction (WMDs), civil unrest, national security, the national economic climate, and the housing market, this study examines the way leaders deal differently with conflicting information. Although all subjects in the latter shall be discussed, the primary focus is directed towards weapons of mass destruction during the Bush administration and the economic climate during the Obama administration. During their presidencies, both administrations faced different circumstances and congruently possessed different ideologies in respect of how to resolve current problems. Therefore, both President Obama and Bush shall equally be observed in order to adequately compare the extent to which each succumbs to cognitive biases when faced with dissonant information. In addition, groupthink theory, schema theory, and self-justification shall be discussed as complimentary forces which impair political members' decisions. Overall, qualitatively assessing both Republican and Democratic parties in one comprehensive examination breaks the bounds of usual political science studies because both partisans are linked more by their similarities than differences.
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Date Issued
2012
Identifier
CFH0004199, ucf:44813
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFH0004199
Designing a Virtual Embedded Scenario-Based Military Simulation Training Program using Educational and Design Instructional Strategies
Title
Designing a Virtual Embedded Scenario-Based Military Simulation Training Program using Educational and Design Instructional Strategies.
Creator
Cook, Christina, Hopp, Carolyn, Gunter, Glenda, Hewitt, Randall, Vitale, Thomas, University of Central Florida
Abstract / Description
The purpose of this dissertation in practice was to develop and implement a new training program for designers of military intelligence simulation scenarios used to train soldiers. The use of education and design instructional strategies assisted in the ability for designers to gain mastery skills in creating realistic, high-fidelity scenarios that are applied in the training process. The use of simulation scenarios to train adult learners has increased significantly with improvements in...
Show moreThe purpose of this dissertation in practice was to develop and implement a new training program for designers of military intelligence simulation scenarios used to train soldiers. The use of education and design instructional strategies assisted in the ability for designers to gain mastery skills in creating realistic, high-fidelity scenarios that are applied in the training process. The use of simulation scenarios to train adult learners has increased significantly with improvements in technology and its fidelity to engage learners in a realistic way. Despite these advances, the lack of effective design, implementation and analysis of military simulation training programs in the military intelligence community has led to a decrease in simulation utilization, as in the case of the organization examined in this problem of practice. The current training program's increasing difficulties with consistent use by military intelligence simulation scenario designers were discovered in the results of a gap analysis conducted in 2014, prompting this design. This simulation design aimed to examine: (1) a research-based design methodology to match training requirements for the designers, (2) formative assessment of performance and (3) a research-based evaluation framework to determine the effectiveness of the new training program. For the organization's training program, a Simulation-Based Embedded Training (SBET) solution using scenarios was conceived based on research grounded in cognitive theory and instructional design considerations for simulations. As a structured framework for how to design and implement an effective and sustained training program, the educational instructional design model, ADDIE, was used. This model allowed for continual flexibility in each phase to evaluate and implement changes iteratively. The instructional model and its techniques were used with fidelity, specifically for training the designers of the simulation system. Industries will continue to increase the use of simulation as advances in technologies offer more realistic, safe, and complex training environments.A detailed strategy was provided specific to the organization using a research-based instructional approach integrated into program requirements set forth by the government. This proposed solution, supported by research in the application of instructional strategies, is specific to this organization; however, the training program design differs from other high-fidelity military simulator training programs through its use of dispersed training to the simulation scenario designers using realistic scenarios to mimic the tasks that the designers themselves must create. The difference in the solution in this dissertation in practice is: 1) that the simulation scenarios are designed without the help of subject matter experts by using the embedded instructional strategies and 2) the design is to the fidelity of realism required for military intelligence training exercises.
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Date Issued
2018
Identifier
CFE0006990, ucf:51617
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0006990
Bending the Binary: Effects of Nonbinary Gender Media Representations on Disposition Formation and Media Enjoyment
Title
Bending the Binary: Effects of Nonbinary Gender Media Representations on Disposition Formation and Media Enjoyment.
Creator
Higley, Diana, Kinnally, William, Sandoval, Jennifer, Hanlon, Christine, University of Central Florida
Abstract / Description
Today, the issue of gender plays a larger role in our social discussions than in the past. Over the last decade, new and groundbreaking television shows and movies that showcase gender nonconforming characters and plots that challenge traditional gender roles have become more common. The aim of the present study was to examine the potential effects of gender-neutral representations in media programming and particularly whether different representations of gender might influence audience...
Show moreToday, the issue of gender plays a larger role in our social discussions than in the past. Over the last decade, new and groundbreaking television shows and movies that showcase gender nonconforming characters and plots that challenge traditional gender roles have become more common. The aim of the present study was to examine the potential effects of gender-neutral representations in media programming and particularly whether different representations of gender might influence audience attitudes toward characters and overall enjoyment of the media. Affective Disposition Theory and Moral Foundations Theory were used as a framework for understanding people's perceptions of gender-neutral media characters. The project involved a pretest/posttest experimental method with random assignment of participants to one of three conditions. Participants completed a pretest including measures of moral modules and trait empathy among other characteristics during week one. The next week, they were assigned to read one of three versions of a dramatic plot synopsis in which the gender of the main character was male, female or ambiguous. After reading the assigned synopsis, participants reported their disposition toward the main character in the stimulus and their enjoyment of the synopsis. Results indicated that depictions of gender that don't activate traditional male and female gender schemas can have a negative influence on the participants' initial dispositions toward the character. The gender representation in the stimulus was not related to reported enjoyment of the plot. Intrinsic moral modules appeared to influence participants' dispositions toward the main character and their enjoyment. However, different modules were important to each of the different outcomes. Implications of the findings are discussed.
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Date Issued
2019
Identifier
CFE0007469, ucf:52676
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0007469
House vs. Home: Defining Place Through Identity
Title
House vs. Home: Defining Place Through Identity.
Creator
Gleason, Ryan, Buyssens, Ryan, Kovach, Keith, Kim, Joo, University of Central Florida
Abstract / Description
A house is a place of safety. A home is a place of belonging. Though different a house always desires to become a home, but it can only be so through a connection to self. It is a home that is an extension of one's identity. Through the mirror, which is the home, and through an understanding of schema theory a person's being can be understood through one's ideas, place, self, family, rituals, memories, and feelings. Each of these factors act as a layer of brick building a strong foundation or...
Show moreA house is a place of safety. A home is a place of belonging. Though different a house always desires to become a home, but it can only be so through a connection to self. It is a home that is an extension of one's identity. Through the mirror, which is the home, and through an understanding of schema theory a person's being can be understood through one's ideas, place, self, family, rituals, memories, and feelings. Each of these factors act as a layer of brick building a strong foundation or a crackling fireplace adorned with family portraits making the rooms feel cozy for the image of the home as well as self. Exploring the melancholic drawings, paintings, sculptures, and installations the relationship of self and place become more evident thus separating what is a house from a home. It becomes clear that the definition of home does not come from its physical boundaries but from the thoughts and interactions that reside within its walls. A joyous person creates a joyous home and a melancholic home creates an artist that is inclined to create melancholic art in search of what they don't have. It is along this emotional journey the artist can truly understand what this sense of belonging means. Through his art the worn wallpaper and the cracked plaster of this darker world hold in the emotions of the artist showcasing the authenticity of self and opening a door for others in a similar search.
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Date Issued
2018
Identifier
CFE0007006, ucf:52042
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0007006