東華大學圖書館 |

Design and Evaluation of Learner-Centered Interactive Print for General Aviation Weather Education.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Design and Evaluation of Learner-Centered Interactive Print for General Aviation Weather Education./
作者:	Meister, Philippe.
面頁冊數:	1 online resource (202 pages)
附註:	Source: Dissertations Abstracts International, Volume: 83-12, Section: B.
Contained By:	Dissertations Abstracts International83-12B.
標題:	Technical communication. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28970700click for full text (PQDT)
ISBN:	9798819386231

Design and Evaluation of Learner-Centered Interactive Print for General Aviation Weather Education.
Meister, Philippe.

Design and Evaluation of Learner-Centered Interactive Print for General Aviation Weather Education. - 1 online resource (202 pages)

Source: Dissertations Abstracts International, Volume: 83-12, Section: B.

Thesis (Ph.D.)--Iowa State University, 2022.

Includes bibliographical references

Objective. The objective of this work was to apply the capabilities of augmented reality (AR) to improve how general aviation student pilots learn about weather and learn to make weather-related decisions. Background. A pilot's level of weather experience is a strong indicator of their ability to make safe weather-related decisions. However, the current general aviation weather training curriculum lacks opportunities for student pilots to safely gain learning experiences with weather. Approach. Learner-centered instructional design was used to design and evaluate students' immersive learning experiences with a smartphone-based 3D AR thunderstorm model visualization. Learner-centered design helped create AR-based learning experiences that were appropriate for students and achieved the desired learning outcomes. The learning experiences included factual learning activities about thunderstorms and scenario-based activities about responding to thunderstorms in flight. These learning activities were integrated into print-based learning materials to create a learner-centered interactive print learning module. The interactive print module provided familiar paper-based activities overlayed with the immersive thunderstorm learning experiences. Methods. The immersive learning experiences were evaluated through three connected studies: 1) a formative expert review and usability study of the thunderstorm model visualization, 2) a user evaluation of the factual learning activities about thunderstorms, and 3) a summative user evaluation that compared traditional print with the interactive print learning module. Results: In study 1, the formative evaluation of the model visualization found that the model contained the needed content but could include additional content for aviation training such as thunderstorm avoidance. In this first study, students found the interface usable for completing learning tasks. In study 2, the user evaluation of the factual learning activities found that students had a significant improvement in knowledge after completing the learning activities. In study 3, the user evaluation of the learning modules found that the students' interactions with the interactive print module improved their factual knowledge of weather compared to a traditional print learning module, but the difference was not significant. Students said that the thunderstorm model visualization and factual learning activities helped them visualize and comprehend the weather phenomena. However, the interactive print and print modules had similar positive results on students' decision making and application of avoidance procedures in the scenario-based activities. Conclusions: The smartphone-based AR thunderstorm model visualization and factual learning activities were usable and effective in GA weather education. Students' completion of AR learning activities increased their factual knowledge and visual knowledge. When the AR content was integrated into the exiting print curriculum, the content resulted in marginal improvements in factual knowledge and supported students' motivation to learn. Students preferred being provided the AR content as they studied weather compared to not being provided the content because the content helped them visualize and comprehend weather phenomena.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798819386231Subjects--Topical Terms:

3172863
Technical communication.
Subjects--Index Terms:

Aeronautical decision makingIndex Terms--Genre/Form:

542853
Electronic books.

Design and Evaluation of Learner-Centered Interactive Print for General Aviation Weather Education.
LDR:04750nmm a2200397K 4500 001 2354556
005 20230428105613.5
006 m o d
007 cr mn ---uuuuu
008 241011s2022 xx obm 000 0 eng d
020 $a 9798819386231
035 $a (MiAaPQ)AAI28970700
035 $a AAI28970700
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Meister, Philippe. $3 3694912
245 1 0 $a Design and Evaluation of Learner-Centered Interactive Print for General Aviation Weather Education.
264 0 $c 2022
300 $a 1 online resource (202 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertations Abstracts International, Volume: 83-12, Section: B.
500 $a Advisor: Dorneich, Michael C.; Kostelnick, Charles J.
502 $a Thesis (Ph.D.)--Iowa State University, 2022.
504 $a Includes bibliographical references
520 $a Objective. The objective of this work was to apply the capabilities of augmented reality (AR) to improve how general aviation student pilots learn about weather and learn to make weather-related decisions. Background. A pilot's level of weather experience is a strong indicator of their ability to make safe weather-related decisions. However, the current general aviation weather training curriculum lacks opportunities for student pilots to safely gain learning experiences with weather. Approach. Learner-centered instructional design was used to design and evaluate students' immersive learning experiences with a smartphone-based 3D AR thunderstorm model visualization. Learner-centered design helped create AR-based learning experiences that were appropriate for students and achieved the desired learning outcomes. The learning experiences included factual learning activities about thunderstorms and scenario-based activities about responding to thunderstorms in flight. These learning activities were integrated into print-based learning materials to create a learner-centered interactive print learning module. The interactive print module provided familiar paper-based activities overlayed with the immersive thunderstorm learning experiences. Methods. The immersive learning experiences were evaluated through three connected studies: 1) a formative expert review and usability study of the thunderstorm model visualization, 2) a user evaluation of the factual learning activities about thunderstorms, and 3) a summative user evaluation that compared traditional print with the interactive print learning module. Results: In study 1, the formative evaluation of the model visualization found that the model contained the needed content but could include additional content for aviation training such as thunderstorm avoidance. In this first study, students found the interface usable for completing learning tasks. In study 2, the user evaluation of the factual learning activities found that students had a significant improvement in knowledge after completing the learning activities. In study 3, the user evaluation of the learning modules found that the students' interactions with the interactive print module improved their factual knowledge of weather compared to a traditional print learning module, but the difference was not significant. Students said that the thunderstorm model visualization and factual learning activities helped them visualize and comprehend the weather phenomena. However, the interactive print and print modules had similar positive results on students' decision making and application of avoidance procedures in the scenario-based activities. Conclusions: The smartphone-based AR thunderstorm model visualization and factual learning activities were usable and effective in GA weather education. Students' completion of AR learning activities increased their factual knowledge and visual knowledge. When the AR content was integrated into the exiting print curriculum, the content resulted in marginal improvements in factual knowledge and supported students' motivation to learn. Students preferred being provided the AR content as they studied weather compared to not being provided the content because the content helped them visualize and comprehend weather phenomena.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2023
538 $a Mode of access: World Wide Web
650 4 $a Technical communication. $3 3172863
650 4 $a Industrial engineering. $3 526216
650 4 $a Educational technology. $3 517670
653 $a Aeronautical decision making
653 $a Augmented reality
653 $a Interactive print
653 $a Training
653 $a Weather education
655 7 $a Electronic books. $2 lcsh $3 542853
690 $a 0643
690 $a 0546
690 $a 0710
710 2 $a ProQuest Information and Learning Co. $3 783688
710 2 $a Iowa State University. $b English. $3 1020984
773 0 $t Dissertations Abstracts International $g 83-12B.
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28970700 $z click for full text (PQDT)