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A STUDY OF SEMANTIC PROCESSING PERFORMANCE
Title
A STUDY OF SEMANTIC PROCESSING PERFORMANCE.
Creator
Dever, Daryn A, Szalma, James, Neigel, Alexis, University of Central Florida
Abstract / Description
Examining the role of individual differences, especially variations in human motivation, in vigilance tasks will result in a better understanding of sustained semantic attention and processing, which has, to date, received limited study in the literature (see Fraulini, Hancock, Neigel, Claypoole, & Szalma, 2017; Epling, Russell, & Helton, 2016; Thomson et al., 2016). This present study seeks to understand how individual differences in intrinsic motivation affect performance in a short...
Show moreExamining the role of individual differences, especially variations in human motivation, in vigilance tasks will result in a better understanding of sustained semantic attention and processing, which has, to date, received limited study in the literature (see Fraulini, Hancock, Neigel, Claypoole, & Szalma, 2017; Epling, Russell, & Helton, 2016; Thomson et al., 2016). This present study seeks to understand how individual differences in intrinsic motivation affect performance in a short semantic vigilance task. Performance across two conditions (lure vs. standard condition) were compared in the present study of 79 undergraduate students at the University of Central Florida. The results indicated significant main effects of intrinsic motivation on pre- and post-task stress factors, workload, and performance measures, which included correct detections, false alarms, and response time. Sensitivity and response bias, which are indices of signal detection theory, were also examined in the present study. Intrinsic motivation influenced sensitivity, but not response bias, which was affected by period on watch. The theoretical and practical implications of this research are also discussed.
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Date Issued
2017
Identifier
CFH2000245, ucf:45984
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFH2000245
PERSONAL PERCEPTIONS AND ORGANIZATIONAL FACTORS INFLUENCING POLICE DISCRETION: THE CASE OF TURKISH PATROL OFFICERS' RESPONSIVENESS
Title
PERSONAL PERCEPTIONS AND ORGANIZATIONAL FACTORS INFLUENCING POLICE DISCRETION: THE CASE OF TURKISH PATROL OFFICERS' RESPONSIVENESS.
Creator
Tasdoven, Hidayet, Kapucu, Naim, University of Central Florida
Abstract / Description
Police officers make decisions at the street level in a variety of situations that have direct impact on quality of life, justice in society, and individual freedom. These decisions inherently involve the exercise of discretion, since successfully performed police tasks are linked to the officer's choosing among alternative courses of action. Appropriateness of unsupervised decisions taken under street contingencies remains questionable in terms of police-behavior legitimacy. Law enforcement...
Show morePolice officers make decisions at the street level in a variety of situations that have direct impact on quality of life, justice in society, and individual freedom. These decisions inherently involve the exercise of discretion, since successfully performed police tasks are linked to the officer's choosing among alternative courses of action. Appropriateness of unsupervised decisions taken under street contingencies remains questionable in terms of police-behavior legitimacy. Law enforcement agencies seek ways to control excessive discretion to avoid undesired consequences of police discretion and maintain organizational legitimacy. Traditionally, organizations developed reward and sanction structures that aimed to shape officer behavior on the street. Recent perspectives, on the other hand, emphasize that it is imperative to manage discretion by employing a value-based approach that requires the agency to encourage subordinates in the exercise of certain behaviors simply because they are believed to be right and proper. This approach depends primarily on beliefs, values, and attitudes of employees rather than external contingencies of environment. Drawing on expectancy and value-based approaches, this study examines the factors affecting patrol officers' discretionary decisions to enforce law in the Turkish National Police (TNP). The reward expectancy concept was derived from the expectancy theory of motivation, which uses extrinsic rewards in structuring discretion. Regarding the value-based approach, public service motivation (PSM) represents the intrinsic motives of officers in this study, while selective enforcement corresponds to the attitudes of officers. Discretionary behaviors of officers on the street were conceptualized as responsiveness, which refers to the degree to which officers iv are willing to respond to street contingencies. The study tested the mediating role of work effort between reward expectancy/responsiveness and public service motivation/responsiveness relationships. Samples of the study were drawn from uniformed patrol officers in seven provinces of Turkey. A self-administered questionnaire was used to collect data. Responses of 613 patrol officers were analyzed using structural equation modeling (SEM). The study developed four latent constructs and validated their measurement models by using confirmatory factor analysis (CFA). Structural equation modeling was used to investigate causal and confirmatory relationships among latent variables. Findings of the study suggested that reward expectancy did not have a statistically significant relationship to responsiveness. The study did not find a significant association between reward expectancy and work effort of officers. This finding was found to be attributable to the fact that officers do not believe in the fair distribution procedures of rewards and they do not value organizational rewards. Public service motivation of respondents, on the other hand, indicated a strong, positive, and statistically significant relationship with both work effort and responsiveness. These results indicated that intrinsic motives of officers in the TNP are more powerful in explaining officer responsiveness to street contingencies. As hypothesized, officer attitudes toward selective enforcement negatively influenced officer responsiveness, indicating that officers' beliefs and values influence their discretionary behaviors. Among the demographic characteristics of participants, only age of officer indicated a negative significant relationship to responsiveness. This finding suggested that motivation decreases as age increases. Contrary to other findings in the literature, this study found that intensity perceptions of respondents was positively associated with responsiveness. The study revealed some policy, theoretical, and methodological implications. The findings suggested that the TNP should either completely eliminate the existing reward system or revise it to motivate officers to be responsive. A leadership practice that promotes PSM and discourages selective enforcement was also suggested. Contrary to research that emphasizes the role of extrinsic motivation on police discretion, this study empirically reported that intrinsic motivation has an even stronger effect on officer behavior and needs to be taken into account in future studies. The study contributes to an understanding of police discretionary behavior in the TNP, which has unique characteristics of structure, culture, and law. The limitations of the study in terms of its dependency on officer perceptions and concerns about construct validity were discussed and future research was suggested.
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Date Issued
2011
Identifier
CFE0003886, ucf:48734
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0003886
INTRINSIC AND EXTRINSIC MOTIVATORS THAT IMPACT TEACHER RETENTION IN CHALLENGING URBAN SCHOOLS
Title
INTRINSIC AND EXTRINSIC MOTIVATORS THAT IMPACT TEACHER RETENTION IN CHALLENGING URBAN SCHOOLS.
Creator
Moore, LaSonya, Martin, Suzanne, Nutta, Joyce, Lue, Martha, Heller, H. WIlliam, University of Central Florida
Abstract / Description
Although a plethora of research about teacher attrition exists, very little research has been conducted on the factors that influence teacher retention. The need to identify factors that promote teacher retention is critical to both maintain a well-prepared and contented workforce and also to remedy the current national urban teacher attrition problem. School districts and administrators need to know how to implement systems that support the critical needs of teachers who teach in high...
Show moreAlthough a plethora of research about teacher attrition exists, very little research has been conducted on the factors that influence teacher retention. The need to identify factors that promote teacher retention is critical to both maintain a well-prepared and contented workforce and also to remedy the current national urban teacher attrition problem. School districts and administrators need to know how to implement systems that support the critical needs of teachers who teach in high-poverty, low-performing schools. This phenomenological research study identifies common experiences, practices, supports, and attitudes regarding teacher retention in high-poverty, low-performing urban schools by exploring the lived experiences of five veteran teachers from a large urban district in the southern United States. Data from a school-based teacher and principal survey and individual teacher interviews were collected and analyzed. To increase the validity of the research, the data from teacher interviews, school-based teacher surveys, and school-based principal surveys, were used to triangulate the findings.
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Date Issued
2016
Identifier
CFE0006147, ucf:51159
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0006147
The Effects of Narrative and Achievements on Learning in a 2D Platformer Video Game
Title
The Effects of Narrative and Achievements on Learning in a 2D Platformer Video Game.
Creator
Fanfarelli, Joseph, McDaniel, Rudy, Smith, Peter, Bowers, Clint, Vie, Stephanie, University of Central Florida
Abstract / Description
Game design is a rigorous practice rife with complexity. The design of learning games is similarly complex to the design of their entertainment-based relatives. This complexity is partially due to the many interacting components that comprise games. The impacts of these individual components are not well understood. Advancing the understanding of how such component parts contribute to the formed game will inform decisions related to their inclusion and subsequent design within games....
Show moreGame design is a rigorous practice rife with complexity. The design of learning games is similarly complex to the design of their entertainment-based relatives. This complexity is partially due to the many interacting components that comprise games. The impacts of these individual components are not well understood. Advancing the understanding of how such component parts contribute to the formed game will inform decisions related to their inclusion and subsequent design within games. Achievements and narrative are two such components. They have been examined within gamified systems, but little research has studied them within the context of a serious game. The interactions between such elements and other game elements could produce results that diverge from the results of their use in isolation of a complete gaming framework. This dissertation selectively incorporates or excludes narrative and achievements within a two-dimensional platformer serious game to understand their impact on learning, flow, engagement, narrative transportation, and intrinsic motivation. Conditions are examined individually as well as in a combined condition. A control condition is maintained for comparison. Results indicate that narrative and achievements were not effective in improving the effectiveness of the game. Potential causes are discussed in tandem with the implications for the design and integration within a gaming framework. While the manipulations did not improve effectiveness, the game was responsible for substantially increased knowledge acquisition, as determined by pre and posttest results.
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Date Issued
2014
Identifier
CFE0005490, ucf:50341
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0005490
COMPARISON OF LEARNING EXPERIENCES AND OUTCOMES BETWEEN A SERIOUS GAME-BASED AND NON-GAME-BASED ONLINE AMERICAN HISTORY COURSE
Title
COMPARISON OF LEARNING EXPERIENCES AND OUTCOMES BETWEEN A SERIOUS GAME-BASED AND NON-GAME-BASED ONLINE AMERICAN HISTORY COURSE.
Creator
Hess, Taryn, Gunter, Glenda, University of Central Florida
Abstract / Description
The use of online courses continues to increase despite the small amount of research that exists on the effectiveness of online educational environments. The little research that has been conducted has focused on evaluating factors taken into consideration during the adoption of online learning environments. One notable benefit often cited is the ability to incorporate multimedia such as video games. Although game researchers and developers are pushing for the use of video games for...
Show moreThe use of online courses continues to increase despite the small amount of research that exists on the effectiveness of online educational environments. The little research that has been conducted has focused on evaluating factors taken into consideration during the adoption of online learning environments. One notable benefit often cited is the ability to incorporate multimedia such as video games. Although game researchers and developers are pushing for the use of video games for educational purposes, there is a lack of research on the effectiveness of serious video games. When paring the increasing use of online educational environments, the push to use serious video games, and the lack of research on the effectiveness of online learning environments and video games, there is a clear need for further investigation into the use of serious video games in an online format. Based on current literature, no other known study has conducted an analysis comparing a serious game-based and non-game based online course; making this a unique study. The purpose of this study was to compare student learning experiences and outcomes between a serious game-based and non-game based online American History course. The data sources were data provided from Florida Virtual School (FLVS) and student and teacher interviews. Random samples of 92 students were statistically analyzed. A group of 8 students and 4 teachers were interviewed. FLVS data provided were analyzed using an independent t-test and the Mann-Whitney test and the student and teacher interview were analyzed using thematic analysis. Results of an independent t-test revealed that there was a significant (p < .01) difference in the mean number of days necessary to complete the course (MGB = 145.80, SDGB = 50.64, MNGB = 112.63, SDNGB = 49.60). The Mann-Whitney results indicated a significant difference between course performance and the type of American history course (Z = -5.066, p < .01); students in the serious game-based online course had an A average whereas students in the non-game-based online course had a B average. The thematic analysis of the relationship between student performance and motivation in both courses indicated that students and teachers of the game-based online course provided more reasons for student motivation than the students and teachers in the non-game-based online course. The thematic analysis of what aspects do students perceive as helpful and/or hindering to their learning indicated that students and teachers of the game-based online course provided more desirable, more helpful, less undesirable, and less hindering aspects for their course than the students and teachers in the non-game-based online course. As a result of the unique nature of this study, the findings provide new information for the fields of research on online learning, serious video gaming, and instructional design as well as inform instructional-designers, teachers, education stakeholders, serious video game designers, and education researchers.
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Date Issued
2010
Identifier
CFE0003221, ucf:48566
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0003221