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Title: THE DEVELOPMENT OF A HUMAN-CENTRIC FUZZY MATHEMATICAL MEASURE OF HUMAN ENGAGEMENT IN INTERACTIVE MULTIMEDIA SYSTEMS AND APPLICATIONS.
Creator: Butler, Chandre, McCauley-Bush, Pamela, University of Central Florida
Abstract / Description: The utilization of fuzzy mathematical modeling for the quantification of the Human Engagement is an innovative approach within Interactive Multimedia applications (mainly video-based games designed to entertain or train participants on intended topics of interest) that can result in measurable and repeatable results. These results can then be used to generate a cogent Human Engagement definition. This research is designed to apply proven quantification techniques and Industrial/Systems...
Show moreThe utilization of fuzzy mathematical modeling for the quantification of the Human Engagement is an innovative approach within Interactive Multimedia applications (mainly video-based games designed to entertain or train participants on intended topics of interest) that can result in measurable and repeatable results. These results can then be used to generate a cogent Human Engagement definition. This research is designed to apply proven quantification techniques and Industrial/Systems Engineering methodologies to nontraditional environments such as Interactive Multimedia. The outcomes of this research will provide the foundation, initial steps and preliminary validation for the development of a systematic fuzzy theoretical model to be applied for the quantification of Human Engagement. Why is there a need for Interactive Multimedia applications in commercial and educational environments including K-20 educational systems and industry? In the latter case, the debate over education reform has drawn from referenced areas within the Industrial Engineering community including quality, continuous improvement, benchmarking and metrics development, data analysis, and scientific/systemic justification requirements. In spite of these applications, the literature does not reflect a consistent and broad application of these techniques in addressing the evaluation and quantification of Human Engagement in Interactive Multimedia. It is strongly believed that until an administrative based Human Engagement definition is created and accepted, the benefits of Interactive Multimedia may not be fully realized. The influence of gaming on society is quite apparent. For example, the increased governmental appropriations for Simulations & Modeling development as well as the estimated multi-billion dollar consumer PC/console game market are evidence of Interactive Multimedia opportunity. This body of work will identify factors that address the actual and perceived levels of Human Engagement in Interactive Multimedia systems and Virtual Environments and factor degrees of existence necessary to quantify and measure Human Engagement. Finally, the research will quantify the inputs and produce a model that provides a numeric value that defines the level of Human Engagement as it is evaluated within the interactive multimedia application area. This Human Engagement definition can then be used as the basis of study within other application areas of interest.
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Date Issued: 2010
Identifier: CFE0003380, ucf:48459
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0003380

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 EFFECT OF COGNITIVE AGING ON MULTIMEDIA LEARNING.
Creator: DaCosta, Boaventura, Hirumi, Atsusi, University of Central Florida
Abstract / Description: If not designed in consideration to the workings of the human mind, multimedia learning environments can impose too high a demand on working memory. While such high cognitive load presents challenges for learners of all ages, older learners may be particularly affected as research on cognitive aging has shown the efficiency of working memory declines with age. Research has suggested that cognitive load theory (CLT) and the cognitive theory of multimedia learning (CTML) are likely to...
Show moreIf not designed in consideration to the workings of the human mind, multimedia learning environments can impose too high a demand on working memory. While such high cognitive load presents challenges for learners of all ages, older learners may be particularly affected as research on cognitive aging has shown the efficiency of working memory declines with age. Research has suggested that cognitive load theory (CLT) and the cognitive theory of multimedia learning (CTML) are likely to accommodate the cognitive needs of older learners; however, few of the principles emerging from these theories have been examined in the context of cognitive aging. The abundance of studies has focused on younger learners, prompting the need for further research of CLT and CTML principles with regard to age. This study contributes to the body of research on the cognitive aging principle by extending research on the modality effect with middle-aged learners. Ninety-two participants ranging in age from 30 to 59 were exposed to multimedia learning treatments presented as animation with concurrent narration and animation with concurrent text, followed by retention, concept, and transfer tests of multimedia learning. Demographic and descriptive statistics were performed along with a multivariate analysis of variance. The findings did not show a modality effect with middle-aged learners; however, results need to be interpreted with care as possible explanations may entail other causes for the lack of a modality effect other than age.
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Date Issued: 2008
Identifier: CFE0002033, ucf:47587
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0002033

Title: INVESTIGATING THE EFFECTIVENESS OF REDUNDANT TEXT AND ANIMATION IN MULTIMEDIA LEARNING ENVIRONMENTS.
Creator: Chu, Shiau-Lung, Hirumi, Atsusi, University of Central Florida
Abstract / Description: In multimedia learning environments, research suggests that simultaneous presentation of redundant text (i.e. identical narration and on-screen text) may inhibit learning when presented with animation at the same time. However, related studies are limited to testing with cause-and-effects content information (e.g., Moreno & Mayer, 1999, 2002). This study examined the effects of redundant text on learners' memory achievement and problem solving ability. The study replicated and extended prior...
Show moreIn multimedia learning environments, research suggests that simultaneous presentation of redundant text (i.e. identical narration and on-screen text) may inhibit learning when presented with animation at the same time. However, related studies are limited to testing with cause-and-effects content information (e.g., Moreno & Mayer, 1999, 2002). This study examined the effects of redundant text on learners' memory achievement and problem solving ability. The study replicated and extended prior research by using descriptive, rather than cause-and-effect content information. The primary research questions were (a) does redundant text improve learning performance if learners are presented with instructional material that addresses subject matter other than cause-and-effect relationship? and (b) does sequential presentation of animation followed by redundant text help learning? To answer the research questions, five hypotheses were tested with a sample of 224 Taiwanese students enrolled in a college level Management Information System (MIS) courses at a management college in southern Taiwan. Statistically significant differences were found in memory achievement and problem solving test scores between simultaneous and sequential groups; while no statistically significant differences were found in memory achievement and problem solving test scores between verbal redundant and non-redundant groups. These results were supported by interviewees expressing difficulty in connecting animation and verbal explanation in the two sequential presentation groups. The interview responses also helped to explain why insignificant results were obtained when redundant and non-redundant verbal explanations with animation were presented simultaneously. In general, the results support previous research on the contiguity principle, suggesting that sequential presentations may lead to lower learning performance when animation and verbal explanation are closely related. The separation of the two types of information may increase cognitive load. In addition, the study found that impairment of redundant text was also affected by various learning characteristics, such as the structure of the instructional content and learners previous learning experiences. Recommendations for future study include: (a) research on various situations such as characteristics of the content, characteristics of learners, and difficulty of the instructional material that influences the effects of redundant text, and (b) research on prior learning experience that influences the effects of simultaneous redundant text presentations.
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Date Issued: 2006
Identifier: CFE0000934, ucf:46723
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0000934

Title: MACHINIMA AND VIDEO-BASED SOFT SKILLS TRAINING.
Creator: Conkey, Curtis, Bowers, Clint, University of Central Florida
Abstract / Description: Multimedia training methods have traditionally relied heavily on video based technologies and significant research has shown these to be very effective training tools. However production of video is time and resource intensive. Machinima (pronounced Ã‚Â"muh-sheen-eh-mahÃ‚Â") technologies are based on video gaming technology. Machinima technology allows video game technology to be manipulated into unique scenarios based on entertainment or training and...
Show moreMultimedia training methods have traditionally relied heavily on video based technologies and significant research has shown these to be very effective training tools. However production of video is time and resource intensive. Machinima (pronounced Ã‚Â"muh-sheen-eh-mahÃ‚Â") technologies are based on video gaming technology. Machinima technology allows video game technology to be manipulated into unique scenarios based on entertainment or training and practice applications. Machinima is the converting of these unique scenarios into video vignettes that tell a story. These vignettes can be interconnected with branching points in much the same way that education videos are interconnected as vignettes between decision points. This study addressed the effectiveness of machinima based soft-skills education using avatar actors versus the traditional video teaching application using human actors. This research also investigated the difference between presence reactions when using avatar actor produced video vignettes as compared to human actor produced video vignettes. Results indicated that the difference in training and/or practice effectiveness is statistically insignificant for presence, interactivity, quality and the skill of assertiveness. The skill of active listening presented a mixed result indicating the need for careful attention to detail in situations where body language and facial expressions are critical to communication. This study demonstrates that a significant opportunity exists for the exploitation of avatar actors in video based instruction.
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Date Issued: 2010
Identifier: CFE0002984, ucf:47971
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0002984

Title: Confluence of Vision and Natural Language Processing for Cross-media Semantic Relations Extraction.
Creator: Tariq, Amara, Foroosh, Hassan, Qi, GuoJun, Gonzalez, Avelino, Pensky, Marianna, University of Central Florida
Abstract / Description: In this dissertation, we focus on extracting and understanding semantically meaningful relationshipsbetween data items of various modalities; especially relations between images and naturallanguage. We explore the ideas and techniques to integrate such cross-media semantic relationsfor machine understanding of large heterogeneous datasets, made available through the expansionof the World Wide Web. The datasets collected from social media websites, news media outletsand blogging platforms...
Show moreIn this dissertation, we focus on extracting and understanding semantically meaningful relationshipsbetween data items of various modalities; especially relations between images and naturallanguage. We explore the ideas and techniques to integrate such cross-media semantic relationsfor machine understanding of large heterogeneous datasets, made available through the expansionof the World Wide Web. The datasets collected from social media websites, news media outletsand blogging platforms usually contain multiple modalities of data. Intelligent systems are needed to automatically make sense out of these datasets and present them in such a way that humans can find the relevant pieces of information or get a summary of the available material. Such systems have to process multiple modalities of data such as images, text, linguistic features, and structured data in reference to each other. For example, image and video search and retrieval engines are required to understand the relations between visual and textual data so that they can provide relevant answers in the form of images and videos to the users' queries presented in the form of text.We emphasize the automatic extraction of semantic topics or concepts from the data available in any form such as images, free-flowing text or metadata. These semantic concepts/topics become the basis of semantic relations across heterogeneous data types, e.g., visual and textual data. A classic problem involving image-text relations is the automatic generation of textual descriptions of images. This problem is the main focus of our work. In many cases, large amount of text is associated with images. Deep exploration of linguistic features of such text is required to fully utilize the semantic information encoded in it. A news dataset involving images and news articles is an example of this scenario. We devise frameworks for automatic news image description generation based on the semantic relations of images, as well as semantic understanding of linguistic features of the news articles.
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Date Issued: 2016
Identifier: CFE0006507, ucf:51401
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006507

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: INTERACTIVITY AND USER-HETEROGENEITY IN ON DEMAND BROADCAST VIDEO.
Creator: Tantaoui El Araki, Mounir, Hua, Kien A., University of Central Florida
Abstract / Description: Video-On-Demand (VOD) has appeared as an important technology for many multimedia applications such as news on demand, digital libraries, home entertainment, and distance learning. In its simplest form, delivery of a video stream requires a dedicated channel for each video session. This scheme is very expensive and non-scalable. To preserve server bandwidth, many users can share a channel using multicast. Two types of multicast have been considered. In a non-periodic multicast setting, users...
Show moreVideo-On-Demand (VOD) has appeared as an important technology for many multimedia applications such as news on demand, digital libraries, home entertainment, and distance learning. In its simplest form, delivery of a video stream requires a dedicated channel for each video session. This scheme is very expensive and non-scalable. To preserve server bandwidth, many users can share a channel using multicast. Two types of multicast have been considered. In a non-periodic multicast setting, users make video requests to the server; and it serves them according to some scheduling policy. In a periodic broadcast environment, the server does not wait for service requests. It broadcasts a video cyclically, e.g., a new stream of the same video is started every t seconds. Although, this type of approach does not guarantee true VOD, the worst service latency experienced by any client is less than t seconds. A distinct advantage of this approach is that it can serve a very large community of users using minimal server bandwidth. In VOD System it is desirable to provide the user with the video-cassette-recorder-like (VCR) capabilities such as fast-forwarding a video or jumping to a specific frame. This issue in the broadcast framework is addressed, where each video and its interactive version are broadcast repeatedly on the network. Existing techniques rely on data prefetching as the mechanism to provide this functionality. This approach provides limited usability since the prefetching rate cannot keep up with typical fast-forward speeds. In the same environment, end users might have access to different bandwidth capabilities at different times. Current periodic broadcast schemes, do not take advantage of high-bandwidth capabilities, nor do they adapt to the low-bandwidth limitation of the receivers. A heterogeneous technique is presented that can adapt to a range of receiving bandwidth capability. Given a server bandwidth and a range of different client bandwidths, users employing the proposed technique will choose either to use their full reception bandwidth capability and therefore accessing the video at a very short time, or using part or enough reception bandwidth at the expense of a longer access latency.
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Date Issued: 2004
Identifier: CFE0000085, ucf:46129
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0000085

Title: MULTIMEDIA COMPUTER-BASED TRAINING AND LEARNING: THE ROLE OF REFERENTIAL CONNECTIONS IN SUPPORTING COGNITIVE LEARNING OUTCOMES.
Creator: Scielzo, Sandro, Jentsch, Florian, University of Central Florida
Abstract / Description: Multimedia theory has generated a number of principles and guidelines to support computer-based training (CBT) design. However, the cognitive processes responsible for learning, from which these principles and guidelines stem from, are only indirectly derived by focusing on cognitive learning outcome differences. Unfortunately, the effects that cognitive processes have on learning are based on the assumption that cognitive learning outcomes are indicative of certain cognitive processes. Such...
Show moreMultimedia theory has generated a number of principles and guidelines to support computer-based training (CBT) design. However, the cognitive processes responsible for learning, from which these principles and guidelines stem from, are only indirectly derived by focusing on cognitive learning outcome differences. Unfortunately, the effects that cognitive processes have on learning are based on the assumption that cognitive learning outcomes are indicative of certain cognitive processes. Such circular reasoning is what prompted this dissertation. Specifically, this dissertation looked at the notion of referential connections, which is a prevalent cognitive process that is thought to support knowledge acquisition in a multimedia CBT environment. Referential connections, and the related cognitive mechanisms supporting them, are responsible for creating associations between verbal and visual information; as a result, their impact on multimedia learning is theorized to be far reaching. Therefore, one of the main goals of this dissertation was to address the issue of indirectly assessing cognitive processes by directly measuring referential connections to (a) verify the presence of referential connections, and (b) to measure the extent to which referential connections affect cognitive learning outcomes. To achieve this goal, a complete review of the prevalent multimedia theories was brought fourth. The most important factors thought to be influencing referential connections were extracted and cataloged into variables that were manipulated, fixed, covaried, or randomized to empirically examine the link between referential connections and learning. Specifically, this dissertation manipulated referential connections by varying the temporal presentation of modalities and the color coding of instructional material. Manipulating the temporal presentation of modalities was achieved by either presenting modalities simultaneously or sequentially. Color coding manipulations capitalized on pre-attentive highlighting and pairing of elements (i.e., pairing text with corresponding visuals). As such, the computer-based training varied color coding on three levels: absence of color coding, color coding without pairing text and corresponding visual aids, and color coding that also paired text and corresponding visual aids. The modalities employed in the experiment were written text and static visual aids, and the computer-based training taught the principles of flight to naïve participants. Furthermore, verbal and spatial aptitudes were used as covariates, as they consistently showed to affect learning. Overall, the manipulations were hypothesized to differentially affect referential connections and cognitive learning outcomes, thereby altering cognitive learning outcomes. Specifically, training with simultaneously presented modalities was hypothesized to be superior, in terms of referential connections and learning performance, to a successive presentation, and color coding modalities with pairing of verbal and visual correspondents was hypothesized to be superior to other forms of color coding. Finally, it was also hypothesized that referential connections would positively correlate with cognitive learning outcomes and, indeed, mediate the effects of temporal contiguity and color coding on learning. A total of 96 were randomly assigned to one of the six experimental groups, and were trained on the principles of flight. The key construct of referential connections was successfully measured with three methods. Cognitive learning outcomes were captured by a traditional declarative test and by two integrative (i.e., knowledge application) tests. Results showed that the two multimedia manipulation impacted cognitive learning outcomes and did so through corresponding changes of related referential connections (i.e., through mediation). Specifically, as predicted, referential connections mediated the impact of both temporal contiguity and color coding on lower- and higher-level cognitive learning outcomes. Theoretical and practical implications of the results are discussed in relation to computer-based training design principles and guidelines. Specifically, theoretical implications focus on the contribution that referential connections have on multimedia learning theory, and practical implications are brought forth in terms of instructional design issues. Future research considerations are described as they relate to further exploring the role of referential connections within multimedia CBT paradigms.
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Date Issued: 2008
Identifier: CFE0002224, ucf:47899
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0002224

Title: A Multimedia Approach to Game-Based Training: Exploring the Effects of the Modality and Temporal Contiguity Principles on Learning in a Virtual Environment.
Creator: Serge, Stephen, Mouloua, Mustapha, Bohil, Corey, Bowers, Clint, Priest Walker, Heather, University of Central Florida
Abstract / Description: There is an increasing interest in using video games as a means to deliver training to individuals learning new skills or tasks. However, current research lacks a clear method of developing effective instructional material when these games are used as training tools and explaining how gameplay may affect learning. The literature contains multiple approaches to training and GBT but generally lacks a foundational-level and theoretically relevant approach to how people learn specifically from...
Show moreThere is an increasing interest in using video games as a means to deliver training to individuals learning new skills or tasks. However, current research lacks a clear method of developing effective instructional material when these games are used as training tools and explaining how gameplay may affect learning. The literature contains multiple approaches to training and GBT but generally lacks a foundational-level and theoretically relevant approach to how people learn specifically from video games and how to design instructional guidance within these gaming environments. This study investigated instructional delivery within GBT. Video games are a form of multimedia, consisting of both imagery and sounds. The Cognitive Theory of Multimedia Learning (CTML; Mayer 2005) explicitly describes how people learn from multimedia information, consisting of a combination of narration (words) and animation (pictures). This study empirically examined the effects of the modality and temporal contiguity principles on learning in a game-based virtual environment. Based on these principles, it was hypothesized that receiving either voice or embedded training would result in better performance on learning measures. Additionally, receiving a combination of voice and embedded training would lead to better performance on learning measures than all other instructional conditions.A total of 128 participants received training on the role and procedures related to the combat lifesaver (-) a non-medical soldier who receives additional training on combat-relevant lifesaving medical procedures. Training sessions involved an instructional presentation manipulated along the modality (voice or text) and temporal contiguity (embedded in the game or presented before gameplay) principles. Instructional delivery was manipulated in a 2x2 between-subjects design with four instructional conditions: Upfront-Voice, Upfront-Text, Embedded-Voice, and Embedded-Text. Results indicated that: (1) upfront instruction led to significantly better retention performance than embedded instructional regardless of delivery modality; (2) receiving voice-based instruction led to better transfer performance than text-based instruction regardless of presentation timing; (3) no differences in performance were observed on the simple application test between any instructional conditions; and (4) a significant interaction of modality-by-temporal contiguity was obtained. Simple effects analysis indicated differing effects along modality within the embedded instruction group, with voice recipients performing better than text (p = .012). Individual group comparisons revealed that the upfront-voice group performed better on retention than both embedded groups (p = .006), the embedded-voice group performed better on transfer than the upfront text group (p = .002), and the embedded-voice group performed better on the complex application test than the embedded-text group (p =.012). Findings indicated partial support for the application of the modality and temporal contiguity principles of CTML in interactive GBT. Combining gameplay (i.e., practice) with instructional presentation both helps and hinders working memory's ability to process information. Findings also explain how expanding CTML into game-based training may fundamentally change how a person processes information as a function of the specific type of knowledge being taught. Results will drive future systematic research to test and determine the most effective means of designing instruction for interactive GBT. Further theoretical and practical implications will be discussed.
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Date Issued: 2014
Identifier: CFE0005548, ucf:50271
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005548

Title: A multimedia pedestrian safety program and school infrastructure: Finding the connection to pedestrian risk-taking attitudes and perceptions of pedestrian behavior.
Creator: Scott, Diana, Hoffman, Bobby, Sivo, Stephen, Porter, Robert, University of Central Florida
Abstract / Description: Approximately 47,700 pedestrians were killed between the years of 2000 - 2009. School buses are one of the safest modes of transportation (National Highway Traffic Safety Administration, 2004). However, the Central Florida school district eliminated bus transportation within the 2-mile radius from schools just last year. Children must prepare for an alternative mode of transportation; walking and biking. The purpose of this research was two-fold. First to develop an online safety training...
Show moreApproximately 47,700 pedestrians were killed between the years of 2000 - 2009. School buses are one of the safest modes of transportation (National Highway Traffic Safety Administration, 2004). However, the Central Florida school district eliminated bus transportation within the 2-mile radius from schools just last year. Children must prepare for an alternative mode of transportation; walking and biking. The purpose of this research was two-fold. First to develop an online safety training program for elementary school children; and second, a self-report questionnaire was constructed and piloted to measure how safety training and school infrastructure affects students' pedestrian risk-taking attitudes and risk perceptions to avoid the dangers of walking and biking to and from school. A 2x2 Factorial Multivariate Analysis of Variance (MANOVA) was used to test two categorical independent variables (safety awareness training, school infrastructure) for each of the two continuous dependent variables (pedestrian risk-taking attitudes and risk perceptions of pedestrian behavior). Using data from the pilot study, the researcher developed, self-reported questionnaires demonstrated that there was a significant difference between schools. Those receiving the training had lower mean scores in risk-taking attitudes than those who did not receive the training. Regardless of intervention, School 2 (complete infrastructure) takes fewer risks than School 1(incomplete infrastructure). The mean difference between groups was not statistically significant.
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Date Issued: 2014
Identifier: CFE0005248, ucf:50590
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005248

Title: Gestures and mental models: A triple coding hypothesis.
Creator: Austin, Maura, Gill, Michele, Sims, Valerie, Verkler, Karen, University of Central Florida
Abstract / Description: Gestures and speech have been intertwined since the beginning of human communication. Recently the role of gestures in cognition and learning has become a topic of interest in both cognitive and educational psychology. Some researchers have speculated that gestures inherently communicate information that is not provided in purely verbal communication, and that this supplemental information can lead to more thorough mental models in the receiver by acting on a physical/motor modality in...
Show moreGestures and speech have been intertwined since the beginning of human communication. Recently the role of gestures in cognition and learning has become a topic of interest in both cognitive and educational psychology. Some researchers have speculated that gestures inherently communicate information that is not provided in purely verbal communication, and that this supplemental information can lead to more thorough mental models in the receiver by acting on a physical/motor modality in addition to the two modalities proposed in the dual code hypothesis. To further understand this issue, in this study, we examined the effects of watching a gesturing or a non-gesturing lecturer on the learner's cognitive load and mental model development. The results have implications for cognitive psychology as well as educational psychology, particularly in multimedia learning.
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Date Issued: 2015
Identifier: CFE0005760, ucf:50083
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005760

Title: EDUCATIONAL HANDHELD VIDEO: EXAMINING SHOT COMPOSITION, GRAPHIC DESIGN, AND THEIR IMPACT ON LEARNING.
Creator: Hutchens, Jason, Taylor, Rosemarye, University of Central Florida
Abstract / Description: Formal features of video such as shot composition and graphic design can weigh heavily on the success or failure of educational videos. Many studies have assessed the proper use of these techniques given the psychological expectations that viewers have for video programming (Hawkins et al., 2002; Kenny, 2002; Lang, Zhou, Schwardtz, Bolls, & Potter, 2000; McCain, Chilberg, & Wakshlag, 1977; McCain & Repensky, 1972; Miller, 2005; Morris, 1984; Roe, 1998; Schmitt, Anderson, & Collins, 1999;...
Show moreFormal features of video such as shot composition and graphic design can weigh heavily on the success or failure of educational videos. Many studies have assessed the proper use of these techniques given the psychological expectations that viewers have for video programming (Hawkins et al., 2002; Kenny, 2002; Lang, Zhou, Schwardtz, Bolls, & Potter, 2000; McCain, Chilberg, & Wakshlag, 1977; McCain & Repensky, 1972; Miller, 2005; Morris, 1984; Roe, 1998; Schmitt, Anderson, & Collins, 1999; Sherman & Etling, 1991; Tannenbaum & Fosdick, 1960; Wagner, 1953). This study examined formal features within the context of the newly emerging distribution method of viewing video productions on mobile handheld devices. Shot composition and graphic design were examined in the context of an educational video to measure whether or not they had any influence on user perceptions of learning and learning outcomes. The two formal features were modified for display on 24 inch screens and on 3.5 inch or smaller screens. Participants were shown one of the four modified treatments, then presented with a test to measure whether or not the modified formal features had any impact or influence on learning outcomes from a sample of 132 undergraduate college students. No significant differences were found to occur as a result of manipulation of formal features between the treatment groups.
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Date Issued: 2008
Identifier: CFE0002371, ucf:47797
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0002371

Title: A RELATIONSHIP STUDY OF STUDENT SATISFACTION WITH LEARNING ONLINE AND COGNITIVE LOAD.
Creator: Bradford, George, Dziuban, Charles, University of Central Florida
Abstract / Description: This study sought to explore if a relationship exists between cognitive load and student satisfaction with learning online. The study separates academic performance (a.k.a., ÃÂ"learningÃÂ") from cognitive load and satisfaction to better distinguish influences on cognition (from cognitive load) and motivation (from satisfaction). Considerations that remain critical to the field of instructional design, as they apply to learning online, were described and used to guide a review of the...
Show moreThis study sought to explore if a relationship exists between cognitive load and student satisfaction with learning online. The study separates academic performance (a.k.a., Ã‚Â"learningÃ‚Â") from cognitive load and satisfaction to better distinguish influences on cognition (from cognitive load) and motivation (from satisfaction). Considerations that remain critical to the field of instructional design, as they apply to learning online, were described and used to guide a review of the literature to find directions to fulfill the goal of this study. A survey was conducted and 1,401 students responded to an instrument that contained 24 items. Multiple analysis techniques found a positive, moderate, and significant (p < .01) correlation between cognitive load and satisfaction. Most importantly, the results found that approximately 25% of the variance in student satisfaction with learning online can be explained by cognitive load. New constructs emerged from a Principal Components Analysis that suggest a refined view of student perspectives and potential improvement to guide instructional design. Further, a correlation, even a moderate one, has not previously been found between cognitive load and satisfaction. The significance of this finding presents new opportunities to study and improve online instruction. Multiple opportunities for future research are briefly discussed and guidelines for developing online course designs using interpretations of the emerged factors are made.
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Date Issued: 2010
Identifier: CFE0003164, ucf:48599
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0003164

Title: Examining the Effects of Interactive Dynamic Multimedia and Direct Touch Input on Performance of a Procedural Motor Task.
Creator: Marraffino, Matthew, Sims, Valerie, Chin, Matthew, Mouloua, Mustapha, Johnson, Cheryl, University of Central Florida
Abstract / Description: Ownership of mobile devices, such as tablets and smartphones, has quickly risen in the last decade. Unsurprisingly, they are now being integrated into the training and classroom setting. Specifically, the U.S. Army has mapped out a plan in the Army Learning Model of 2015 to utilize mobile devices for training purposes. However, before these tools can be used effectively, it is important to identify how the tablets' unique properties can be leveraged. For this dissertation, the touch interface...
Show moreOwnership of mobile devices, such as tablets and smartphones, has quickly risen in the last decade. Unsurprisingly, they are now being integrated into the training and classroom setting. Specifically, the U.S. Army has mapped out a plan in the Army Learning Model of 2015 to utilize mobile devices for training purposes. However, before these tools can be used effectively, it is important to identify how the tablets' unique properties can be leveraged. For this dissertation, the touch interface and the interactivity that tablets afford were investigated using a procedural-motor task. The procedural motor task was the disassembly procedures of a M4 carbine. This research was motivated by cognitive psychology theories, including Cognitive Load Theory and Embodied Cognition. In two experiments, novices learned rifle disassembly procedures in a narrated multimedia presentation presented on a tablet and then were tested on what they learned during the multimedia training involving a virtual rifle by performing a rifle disassembly on a physical rifle, reassembling the rifle, and taking a written recall test about the disassembly procedures. Spatial ability was also considered as a subject variable.Experiment 1 examined two research questions. The primary research question was whether including multiple forms of interactivity in a multimedia presentation resulted in higher learning outcomes. The secondary research question in Experiment 1 was whether dynamic multimedia fostered better learning outcomes than equivalent static multimedia. To examine the effects of dynamism and interactivity on learning, four multimedia conditions of varying levels of interactivity and dynamism were used. One condition was a 2D phase diagram depicting the before and after of the step with no animation or interactivity. Another condition utilized a non-interactive animation in which participants passively watched an animated presentation of the disassembly procedures. A third condition was the interactive animation in which participants could control the pace of the presentation by tapping a button. The last condition was a rifle disassembly simulation in which participants interacted with a virtual rifle to learn the disassembly procedures. A comparison of the conditions by spatial ability yielded the following results. Interactivity, overall, improved outcomes on the performance measures. However, high spatials outperformed low spatials in the simulation condition and the 2D phase diagram condition. High spatials seemed to be able to compensate for low interactivity and dynamism in the 2D phase diagram condition while enhancing their performance in the rifle disassembly simulation condition.In Experiment 2, the touchscreen interface was examined by investigating how gestures and input modality affected learning the disassembly procedures. Experiment 2 had two primary research questions. The first was whether gestures facilitate learning a procedural-motor task through embodied learning. The second was whether direct touch input using resulted in higher learning outcomes than indirect mouse input. To examine the research questions, three different variations of the rifle disassembly simulation were used. One was identical to that of Experiment 1. Another incorporated gestures to initiate the animation whereby participants traced a gesture arrow representing the motion of the component to learn the procedures. The third condition utilized the same interface as the initial rifle disassembly simulation but included (")dummy(") gesture arrows that displayed only visual information but did not respond to gesture. This condition was included to see the effects (if any) of the gesture arrows in isolation of the gesture component. Furthermore, direct touch input was compared to indirect mouse input. Once again, spatial ability also was considered. Results from Experiment 2 were inconclusive as no significant effects were found. This may have been due to a ceiling effect of performance. However, spatial ability was a significant predictor of performance across all conditions. Overall, the results of the two experiments support the use of multimedia on a tablet to train a procedural-motor task. In line with vision of ALM 2015, the research support incorporating tablets into U.S. Army training curriculum.
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Date Issued: 2014
Identifier: CFE0005376, ucf:50467
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0005376

Title: THE EFFECTS ADVERTISING PLAYS ON COLLEGE STUDENTS' MORAL INTENTIONS BEYOND PURCHASE BEHAVIOR.
Creator: Crockett, William, Massiah, Carolyn, University of Central Florida
Abstract / Description: Advertisements affect our daily lives and as technology and the practice of marketing has developed over the course of history, we have become exposed to greater amounts of product and service campaigns. The purpose of advertisements is to educate the consumer with the goal of ultimately selling the product, and many companies and organizations would not be able to survive without the use of advertisements. Ultimately, it is a necessity for a business to prosper in a competitive market, but...
Show moreAdvertisements affect our daily lives and as technology and the practice of marketing has developed over the course of history, we have become exposed to greater amounts of product and service campaigns. The purpose of advertisements is to educate the consumer with the goal of ultimately selling the product, and many companies and organizations would not be able to survive without the use of advertisements. Ultimately, it is a necessity for a business to prosper in a competitive market, but there are possible side-effects for the consumer that are beyond the intentions to buy. The purpose of this thesis is to explore the effects advertisements play on the college student in particular. Different static/multi media advertisements have been shown to various college students ranging in gender and background to discover the comprehensive ramifications of specific promotions to study the moral and ethical impact that advertisements play on students' moral intent. An analysis and conclusion will be given, along with ideas for possible future studies. Recommendations will also be stated for marketers to be morally responsible for the advertisements they portray so the audience is not effected in a way that can lead to unwanted consequences. Ultimately, the results did not support the original hypotheses, leading to thought- provoking questions concerning our current marketing practices and the effectiveness of static and multimedia advertisements on college students. Future studies need to take place to reveal the accuracy of the study and to ultimately answer the question, "Are current advertisements influencing the audience at hand?"
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Date Issued: 2012
Identifier: CFH0004250, ucf:44899
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFH0004250

Title: INTELLIGENT DESIGN.
Creator: Dudziak, Jillian, Poindexter, Carla, University of Central Florida
Abstract / Description: As human beings we are designed and created in a fabric that is profound and complex. We are built with a framework where mind and body work in a concerted effort to maintain our lives automatically. A deep and defining part of our existence as humans is not just the innate desire to live but to live in consistent well-beingemotionally, physically, and mentally. I believe when we incorporate our knowledge of human physiology into our creative process then we allow ourselves a greater...
Show moreAs human beings we are designed and created in a fabric that is profound and complex. We are built with a framework where mind and body work in a concerted effort to maintain our lives automatically. A deep and defining part of our existence as humans is not just the innate desire to live but to live in consistent well-beingemotionally, physically, and mentally. I believe when we incorporate our knowledge of human physiology into our creative process then we allow ourselves a greater opportunity to create an authentic connection with our intended audience. My work during the past three years has been rooted in the study of these philosophical and scientific principles. I created a series of visual experimentations that aim to assist in my understanding of human beings at an emotional and biological level. Armed with a deep desire to understand humanity, my goal is to create work that fosters positive change and has significant impact in the world. My past and present research has been focused on human emotions, the intuitive creative process and the relationship between technology and establishing social identity.
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Date Issued: 2011
Identifier: CFE0003693, ucf:48844
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0003693

Title: MULTI-MODAL READING FOR LOW LEVEL READERS.
Creator: O'Neal, Jamie, Dombrowski, Paul, University of Central Florida
Abstract / Description: The value of this research hinges on the idea that exchanging illustrations for descriptive text can provide appropriate schemas for students with reading difficulties and thereby improve their comprehension and vocabulary acquisition. The research in this dissertation is based on theories and earlier research in the fields of psychology, education, reading, and narratology. A review of these fields offers a variety of perspectives on the processes involved in reading and comprehension. These...
Show moreThe value of this research hinges on the idea that exchanging illustrations for descriptive text can provide appropriate schemas for students with reading difficulties and thereby improve their comprehension and vocabulary acquisition. The research in this dissertation is based on theories and earlier research in the fields of psychology, education, reading, and narratology. A review of these fields offers a variety of perspectives on the processes involved in reading and comprehension. These processes range from the physical systems involved in reading (e.g., early childhood development, eye movement) to the psychological systems, which include cognitive load theory as well as image and text processing models. This study compares two reading methods by analyzing studentsÃ‚Â' vocabulary and comprehension gains. Both groups read the same text and completed the same pre- and post-tests. The control group read the text from the book which was text only. The experimental group read from a modified text on the computer screen. The text was modified by replacing some sentences with images designed to transmit the same information (e.g., descriptions of the setting, vocabulary items) in a graphic format. The images were in-line with the text, and designed to be read as part of the story, not as additional illustrations. Final analysis shows that the experimental format performed as well as the control format for most students. However, students who have learning disabilities, particularly language learners who have learning disabilities, did not make gains in the text only control format. These same students did show statistically significant gains with the experimental format, particularly the section of reading where the vocabulary words were explicitly presented in the images. Disparate, non-homogenous groupings of students reflect the actual teaching and learning circumstances in the school, as required by the school system. This situation thus represents the actual status quo situation faced by teachers in our school. We leave it to future researchers to work with more homogenous groups of students in order to attain clearer, stronger and more plaintively useful results.
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Date Issued: 2010
Identifier: CFE0003306, ucf:48486
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0003306

Title: Hashing for Multimedia Similarity Modeling and Large-Scale Retrieval.
Creator: Li, Kai, Hua, Kien, Qi, GuoJun, Hu, Haiyan, Wang, Chung-Ching, University of Central Florida
Abstract / Description: In recent years, the amount of multimedia data such as images, texts, and videos have been growing rapidly on the Internet. Motivated by such trends, this thesis is dedicated to exploiting hashing-based solutions to reveal multimedia data correlations and support intra-media and inter-media similarity search among huge volumes of multimedia data.We start by investigating a hashing-based solution for audio-visual similarity modeling and apply it to the audio-visual sound source localization...
Show moreIn recent years, the amount of multimedia data such as images, texts, and videos have been growing rapidly on the Internet. Motivated by such trends, this thesis is dedicated to exploiting hashing-based solutions to reveal multimedia data correlations and support intra-media and inter-media similarity search among huge volumes of multimedia data.We start by investigating a hashing-based solution for audio-visual similarity modeling and apply it to the audio-visual sound source localization problem. We show that synchronized signals in audio and visual modalities demonstrate similar temporal changing patterns in certain feature spaces. We propose to use a permutation-based random hashing technique to capture the temporal order dynamics of audio and visual features by hashing them along the temporal axis into a common Hamming space. In this way, the audio-visual correlation problem is transformed into a similarity search problem in the Hamming space. Our hashing-based audio-visual similarity modeling has shown superior performances in the localization and segmentation of sounding objects in videos.The success of the permutation-based hashing method motivates us to generalize and formally define the supervised ranking-based hashing problem, and study its application to large-scale image retrieval. Specifically, we propose an effective supervised learning procedure to learn optimized ranking-based hash functions that can be used for large-scale similarity search. Compared with the randomized version, the optimized ranking-based hash codes are much more compact and discriminative. Moreover, it can be easily extended to kernel space to discover more complex ranking structures that cannot be revealed in linear subspaces. Experiments on large image datasets demonstrate the effectiveness of the proposed method for image retrieval.We further studied the ranking-based hashing method for the cross-media similarity search problem. Specifically, we propose two optimization methods to jointly learn two groups of linear subspaces, one for each media type, so that features' ranking orders in different linear subspaces maximally preserve the cross-media similarities. Additionally, we develop this ranking-based hashing method in the cross-media context into a flexible hashing framework with a more general solution. We have demonstrated through extensive experiments on several real-world datasets that the proposed cross-media hashing method can achieve superior cross-media retrieval performances against several state-of-the-art algorithms.Lastly, to make better use of the supervisory label information, as well as to further improve the efficiency and accuracy of supervised hashing, we propose a novel multimedia discrete hashing framework that optimizes an instance-wise loss objective, as compared to the pairwise losses, using an efficient discrete optimization method. In addition, the proposed method decouples the binary codes learning and hash function learning into two separate stages, thus making the proposed method equally applicable for both single-media and cross-media search. Extensive experiments on both single-media and cross-media retrieval tasks demonstrate the effectiveness of the proposed method.
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Date Issued: 2017
Identifier: CFE0006759, ucf:51840
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006759

Title: Recognition of Complex Events in Open-source Web-scale Videos: Features, Intermediate Representations and their Temporal Interactions.
Creator: Bhattacharya, Subhabrata, Shah, Mubarak, Guha, Ratan, Laviola II, Joseph, Sukthankar, Rahul, Moore, Brian, University of Central Florida
Abstract / Description: Recognition of complex events in consumer uploaded Internet videos, captured under real-world settings, has emerged as a challenging area of research across both computer vision and multimedia community. In this dissertation, we present a systematic decomposition of complex events into hierarchical components and make an in-depth analysis of how existing research are being used to cater to various levels of this hierarchy and identify three key stages where we make novel contributions,...
Show moreRecognition of complex events in consumer uploaded Internet videos, captured under real-world settings, has emerged as a challenging area of research across both computer vision and multimedia community. In this dissertation, we present a systematic decomposition of complex events into hierarchical components and make an in-depth analysis of how existing research are being used to cater to various levels of this hierarchy and identify three key stages where we make novel contributions, keeping complex events in focus. These are listed as follows: (a) Extraction of novel semi-global features -- firstly, we introduce a Lie-algebra based representation of dominant camera motion present while capturing videos and show how this can be used as a complementary feature for video analysis. Secondly, we propose compact clip level descriptors of a video based on covariance of appearance and motion features which we further use in a sparse coding framework to recognize realistic actions and gestures. (b) Construction of intermediate representations -- We propose an efficient probabilistic representation from low-level features computed from videos, basedon Maximum Likelihood Estimates which demonstrates state of the art performancein large scale visual concept detection, and finally, (c) Modeling temporal interactions between intermediate concepts -- Using block Hankel matrices and harmonic analysis of slowly evolving Linear Dynamical Systems, we propose two new discriminative feature spaces for complex event recognition and demonstratesignificantly improved recognition rates over previously proposed approaches.
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Date Issued: 2013
Identifier: CFE0004817, ucf:49724
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004817

multimedia (8)	+ -
cognitive load (4)	+ -
design (3)	+ -
learning (3)	+ -
Cognitive Theory of Multimedia Learning (2)	+ -

Modality Effect (2)	+ -
Multimedia Learning (2)	+ -
cognitive theory of multimedia learning (2)	+ -
motivation (2)	+ -
survey (2)	+ -
video (2)	+ -
American history (1)	+ -
Applications (1)	+ -
Army (1)	+ -
Block hankel matrices (1)	+ -
Cinematographic Techniques (1)	+ -
Cognitive Aging Principle (1)	+ -
Cognitive Load (1)	+ -
Cognitive Load Theory (1)	+ -
Communication (1)	+ -
Complex Event recognition (1)	+ -
Covariance Matrices (1)	+ -
Direct Touch (1)	+ -
Embodied Cognition (1)	+ -
Engagement (1)	+ -
Fuzzy (1)	+ -
Game-Based Training (1)	+ -
Gestures (1)	+ -
Image description generation (1)	+ -
Information Processing (1)	+ -

ETD Collection (20)	+ -
Honors Collection (1)	+ -

University of Central Florida (21)	+ -
Bowers, Clint (2)	+ -
Gill, Michele (2)	+ -
Hirumi, Atsusi (2)	+ -
Mouloua, Mustapha (2)	+ -

Qi, GuoJun (2)	+ -
Sims, Valerie (2)	+ -
Arguelles, Victor (1)	+ -
Austin, Maura (1)	+ -
Bhattacharya, Subhabrata (1)	+ -
Bohil, Corey (1)	+ -
Bradford, George (1)	+ -
Bradley-Radakovich, Kristy (1)	+ -
Butler, Chandre (1)	+ -
Chin, Matthew (1)	+ -
Chu, Shiau-Lung (1)	+ -
Conkey, Curtis (1)	+ -
Crockett, William (1)	+ -
DaCosta, Boaventura (1)	+ -
Dombrowski, Paul (1)	+ -
Dudziak, Jillian (1)	+ -
Dziuban, Charles (1)	+ -
Foroosh, Hassan (1)	+ -
Gonzalez, Avelino (1)	+ -
Greenwood-Ericksen, Adams (1)	+ -
Guha, Ratan (1)	+ -
Gunter, Glenda (1)	+ -
Hartshorne, Richard (1)	+ -
Hess, Taryn (1)	+ -
Hoffman, Bobby (1)	+ -

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