This research study examined the implementation of an extended reality (XR) lab on a community college campus to facilitate student and faculty access to immersive learning resources. The study, conducted during one skills day, involved 46 students and was designed to understand if integrating immersive VR into emergency medical technician (EMT) education could enhance learner confidence and motivation, develop problem-solving and analytical thinking skills, and thus connecting the classroom learning with real-world application. The majority of participants reported increased motivation and engagement, alongside improvements in learning outcomes like knowledge retention and skill development. Applying the unified theory of acceptance and use of technology (UTAUT) model revealed performance expectancy, effort expectancy, social influence, and facilitating conditions as key determinants of VR adoption in EMT education. While no significant overall performance enhancement was observed, VR training showed potential to boost motivation, confidence, and specific performance aspects. Furthermore, student perceptions towards VR in EMT education were largely positive, thereby suggesting its utility in immersive scenario training, skill acquisition in a risk-free environment, enhancing learner engagement, and real-world situational preparedness. VR demonstrated promise as a transformative tool in EMT education, necessitating further research to fully exploit its potential in diverse learning environments.

The purpose of this dissertation was to understand and compare the effect of training non-native English Speaking (NNES) learners (N = 480) in two distinct learning environments, (i) traditional face-to-face and (ii) online synchronous hybrid learning (SHL). In the traditional training mode, NNES learners (n = 360) were trained by NNES voice and accent (VANC) trainers in a physical, face-to-face setting. In the second, CAPT+SHL training mode, the NNES learners were trained by NNES VANC trainers with the help of a native-English computer-assisted pronunciation training (CAPT) tool in an online SHL environment. Factor analysis, higher-order factor analysis, hierarchical cluster analysis, and multidimensional scaling yielded a reliable scale, Eddie's Voice Test (EVT). Multiple regression yielded a predictive model between NNES pronunciation and their performance. In addition, the CAPT+SHL training mode produced higher scores on pronunciation and performance than the traditional training mode, suggesting a combination of NES and NNES VANC instructors are more effective in training NNES learners than NNES instructors by themselves. The case study (n = 3) on VANC trainers' perception of CAPT and SHL yielded three themes: (1) challenges with synchronous hybrid learning (sub-themes include physical challenges, social challenges, and cognitive challenges); (2) computer-assisted pronunciation training (CAPT) impact …

Demand for the skill of critical thinking is extensive in both higher education and in the workforce. The purpose of the current research is to examine the relationship between critical thinking educational efforts (e.g., programs incorporating high impact practices) and higher education student outcomes. For this study, student outcomes were defined as cumulative grade point average and student program retention. The study used existing data which were obtained from a large public research university in the southwest United States. The study found that higher critical thinking was significantly associated with higher overall GPA, and this relationship was stronger in males as compared to females. However, students' critical thinking was not significantly related to program retention. Findings from this study appear to confirm previous studies indicating a positive relationship between students' ability to think critically and GPA. The study also suggests that elements promoting critical thinking can be successfully embedded into undergraduate curricula through various means, including the use of high impact practices.

Although the Dimensions of the Learning Organization Questionnaire (DLOQ) has been widely accepted by the HRD community, it has not been tested in a startup context for reliability. The purpose of the current study is to explore if the DLOQ is a reliable instrument for startups to help them be more successful. The current study seeks to address some of the questions, which have been posed by previous researchers. The study utilizes a mixed-method design applying Cronbach alpha values to check the reliability of the instrument in a startup learning environment, with more than 600 participants and 42 startup businesses at a university in the Mountain West. The study uses objective financial measures for startup firms to explore the correlation between the seven dimensions of the DLOQ and startup companies at the university. Cronbach alphas for the instrument measured at the .80 level or higher. Four of the dimensions were found to be statistically significant resulting in a model that accounted for 30% of the variance in predicted Operating Income (p<.004) and 29% of the variances in predicted Net Income (p<.003). The study also uses qualitative analysis to explore what activities relate to the seven dimensions of the DLOQ, and …

Manually grading essays and providing comprehensive feedback pose significant challenges for writing instructors, requiring subjective assessments of various writing elements. Automated essay scoring (AES) systems have emerged as a potential solution, offering improved grading consistency and time efficiency, along with insightful analytics. However, the use of AES in English as a Second Language (ESL) remains rare. This dissertation aims to explore the implementation of AES in ESL education to enhance teaching and learning. The dissertation presents a study involving ESL teachers who learned to use a specific AES system called LightSide, a free and open text mining tool, to enhance writing instruction. The study involved observations, interviews, and a workshop where teachers learned to build their own AES using LightSide. The study aimed to address questions related to teacher interest in using AES, challenges faced by teachers, and the influence of the workshop on teachers' perceptions of AES. By exploring the use of AES in ESL education, this research provides valuable insights to inform the integration of technology and enhance the teaching and learning of writing skills for English language learners.

This research used quantitative and qualitative methodologies to investigate how working professionals are impacted and account for workplace cultural differences. This paper also sought to make a case for additional quantitative and qualitative research into what shapes and maintains culture by looking at leadership's knowledge of their organization's way of doing things and the impact these multiple knowledge areas have on performance. The literature review section analyzed performance improvement models, the effect of leadership, the behavior engineering model (BEM) and related models, organization culture, and performance. This work also outlined the methodology utilized in studying and reviewing culture and performance. This research aimed to determine a better understanding and increase the use of performance improvement and cultural models to aid organizations in achieving their missions.

The study explores the effectiveness of multimodality teaching using the 4MAT Model. A meta-analysis was conducted with empirical studies on instruction via multimodality teaching in preschool, K-12, and higher education. The studies in the meta-analysis involved an experimental and control group. The control group received traditional teaching lessons, and the experimental group received multimodality teaching. A text analysis was conducted to examine the trends in the advantages of the 4MAT model versus traditional methods. The literature review analyzed the cognitive theory of multimedia learning, advances in multimedia teaching effectiveness assessment, transforming traditional teaching through the 4MAT model, 4MAT model and learning, the importance of multimodality teaching, the origin of multimodality teaching, the 4MAT model, and multimodality teaching and student achievement. This research aimed to determine a better understanding and increase learning achievement by using the 4MAT model versus traditional teaching methods.

The purpose of this study is to analyze which behaviors are or are not helpful for debugging when a novice is in a state of unproductive persistence. Further, this project will exploratorily use a variety of analytical techniques -- including association rule mining, process mining, frequent sequence mining, and machine learning-- in order to determine which approaches are useful for data analysis. For the study, programming process data from hundreds of novice programmers were analyzed to determine which behaviors were more or less likely to be correlated with escaping a state of unproductive persistence. Of these events, only three had a statistically significant difference in their rates of occurrence and large effect sizes: file, edit, and compile events. While the data set cannot reveal a user's motivation for a file event, the most logical explanation of these events is that the user is tracing the code. Thus, a higher rate of file events suggests that code tracing (with the goal of code comprehension) is a key behavior correlated with a student's ability to escape a state of unproductive persistence. On the other hand, editing events are far more common in unproductive states that are not escaped. A content analysis suggests …

This purpose of this study examined the effectiveness in technology integration among Texas educator preparation pathways and identified successful approaches in developing the technology competencies of preservice teachers. Existing data collected by the Texas Education Agency's Exit Survey by preservice teachers completing an educator preparation program was used to conduct a quantitative study. Data was imported into SPSS to conduct statistical analysis. The findings are discussed and recommendations for future research are provided to inform future development of technology integration in educator preparation programs.

The need for online remote working from home significantly increased due to the COVID-19 pandemic. This unexpected crisis forced individuals and organizations to rapidly transition from face-to-face training to remote learning at home. This switch happened overnight and was not optional but necessary. Employees had to adapt to new online learning techniques, seeking to preserve the same level of learning as working from the office. The study participants were male and female remote workers in the United States aged 18 and over. A questionnaire focused on evaluating online training in the workplace and a survey measuring two types of attitudes related to the transfer of training and technology integration while taking online training courses that were distributed online. The study collected a total of 50 responses from participants for analysis. According to the study results, employees noted some positive features of remote learning, such as flexibility, self-paced learning opportunities, and faster content absorption. Areas employees identified for improvement were closely related to the causes of complaints, such as network and technology issues, using a learning management system (LMS), instructions for using an LMS or course management system (CMS), face-to-face tech support, distractions, and suitable workspace at home. The study's results …