List of Learning Research Projects Plans for 2024-25

 

The impact of VR/immersive technology on student learning outcomes
  • UNT Faculty Fellows: Dr. Rudi Thompson, Dr. Dorothy Bland, Dr. Priscilla Connors, Dr. Aleshia Hayes, Dr. Regina Kaplan-Rakowski, Dr. Brain Lain, Dr. Kara Fulton
  • Projects:
    • Taking a key static assignment in an undergraduate Biology course that is tied to the course’s most high-impact learning outcome and replacing it with a dynamic mixed-reality assignment. A/B Test for learning performance gains. (Rudi Thompson). Link to 2D version of the product: Understanding Punnett Squares (YouTube Video).
    • Using VR in JOUR 4240-4210 to explore topics of homelessness, crisis, cultural differences in an immersive way (split design, compare to non-immersive activities) (Dorothy Bland)
    • Using VR as a substitute to field work activity in ARCH 2800 (Kara Fulton)
    • Investigating accessibility considerations in using immersive technology among visually-impaired users (Regina Kaplan-Rakowski)
    • Using gamification to educate on food waste and food safety debate (Connors, Lain)
  • Goal: Determine whether virtual or mixed reality can effect student learning of a difficult concept in contrast to a static or non-immersive modality. Preparing for Unity for Humanity grant submission for the food waste project.
  • Outputs
    • Integrating affordable, accessible, and scalable Virtual Reality (VR) in online courses, UPCEA SOLA+R 2022 Conference Presentation, April 11-12, Orlando, FL, accepted
    • Implementing low-cost immersive 360° video technology to promote core skills in journalism courses, published in January 2023 with the Journal of Applied Instructional Design. 
    • Presented "Virtual Reality for All: A Scoping Review of the Accessibility of Immersive Technologies" at UPCEA 2024 and AECT 2024.
    • Submitting "The Impact of Virtual Reality in Biology Education: Student Performance and Perceptions" to Computers & Education.
  • Timeline: October 2020 - present
Using a novel web conferencing tool in an academic setting
  • Faculty Fellow: Dr. Debbie Cockerham, Dr. Brian Lain
  • Current Project: We are investigating the impact of piloting a tool, Engageli, specifically designed for distance education conferencing has on student engagement in learning, content knowledge, and attitudes toward technology. We will also assess the ease of use of the technology and the feasibility of introducing it in a classroom setting.
  • Goals: This study intends to understand the use of a video conferencing software technology, Engageli, that has specifically been designed for an academic setting. Student experiences with this platform will be examined in a higher education setting and will help answer the following learning outcomes:
    • Student engagement (in learning)
    • Retention of content knowledge
    • Impact on grades
    • Satisfaction with technology
    • Ease of use and navigation
    • Feasibility of the software in an academic setting
    • Synchronous and Asynchronous support of learning
    • And other non-personal identifiable metadata from the software platform to understand the features and tool functionalities (such as hand raise, feedback, camera on versus off, polls, etc.)
  • Research Questions:
    • What are the attitudes of student (learning) towards this new technology?
    • How feasible is the utilization and adaptation of the Engageli platform in a class setting?
    • How usable is the Engageli platform, including the ease of learning, satisfaction, and navigation through the technology?
    • How do Zoom and Engageli compare on different learning outcomes (grade, content knowledge, comparative technology features, synchronous and asynchronous learning)?
  • Timeline: January 2022 - present
Active learning classroom technology, STEM learning outcomes, and accessibility concerns among student athletes
  • Faculty Fellow: Dr. Amy Petros
  • Current Study: Investigate how an updated, technology-enabled classroom is experienced by undergraduate chemistry students, and how their learning is/is not affected by the space.
  • Goal: The purpose of this study is to identify the impact a CLAW 3 classroom has on student learning outcomes such as engagement in learning, attitudes towards accessibility, and content knowledge. The study also intends to identify the response of students with and without an ODA accommodation request- given a flexible classroom. Finally, the study aims to understand the role novel assignments and classroom simulations play in students’ mastery of content knowledge. This study takes place through multiple class subjects and through multiple class sections. The subjects involved for this study include students in chemistry II courses taught by Dr. Amy Petros. Investigators for this study are interested in understanding the perception of student learning in a flexible classroom. How can the investment of CLAW 3 classroom setup influence relevant student outcomes such as engagement, attitudes towards accessibility, and content knowledge. How do students with and without ODA accommodation requests respond to a more flexible classroom space? What role do novel assignments and classroom simulations play in students’ mastery of chemistry content?
  • Timeline: January 2024 - present
AI-driven online discussions in math learning
  • Faculty Fellows: Dr. Nirmala Naresh
  • Current Experiment: This mixed-methods research project explores the use of AI-enhanced peer feedback tools, like Packback, in calculus courses to foster student engagement, peer-to-peer learning, and agency. It compares traditional instruction with AI-supported methods and investigates the impact of peer feedback on learning outcomes and classroom dynamics.
  • Goal: To evaluate the impact of AI-enhanced peer feedback tools on student engagement, peer-to-peer learning, and agency in undergraduate calculus courses, comparing traditional instruction with AI-supported methods to identify andragogical benefits and inform future instructional design. Research question: How does the use of AI-enhanced peer feedback tools in undergraduate calculus courses influence student engagement, peer-to-peer learning, and perceptions of agency compared to traditional instructional methods?
  • Preliminary Findings: A sentiment analysis was run on over 1,100 discussion posts over the course of the semester. There are two themes emerging. 1) Engagement and helpfulness - many posts expressed how the tool has been useful for engagement, peer interaction, and learning. "Help" and related key words (helpful, helps, etc.) appeared 90 times out of 933 post titles. Some highlight the importance of receiving feedback, boosting confidence, and discovering new strategies. Other emphasize how open-ended questions encouraged discussion and learning. 2) Problem-solving and academic support: a significant portion of the discussion is focused on reviewing procedural information, solving specific homework, and exam related problems. September is the month that has a 'dip' in sentiment, with students in particular expressing struggle in navigating the two platforms (Canvas and Packback) that are not fully integrated, but there is a steady and continuous increase in positive sentiment from there until the end of the semester. 
  • Submitted Outputs:
    • In preparation
  • Timeline: Fall 2024 – current

Related Links

 
 

Questions?

Contact us for questions

DSI Learning Analysis & Digital Research Center

  • Phone: (940)565-4946
  • Email: DSI.Research@unt.edu
  • Location:
    Support and Services Building,
    Room 170
    1500 N Interstate 35
    Denton, TX 76205