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Exploring Instructors\u27 Practices and Perceptions Towards Artificial Intelligence Integration in Postsecondary Literacy Classrooms
No full textThe integration of Artificial Intelligence (AI) in post-secondary literacy is seeing increasing prevalence in the classroom. However, there is a gap in the literature in which specifically studies have been done regarding teachers practices and perceptions towards AI in the post-secondary literacy spaces, specifically integrated reading and writing spaces at the post-secondary level. This dissertation will examine the various practices and perceptions of instructors toward AI-driven tools in integrated reading and writing classrooms. In integrated reading and writing classrooms, cultivating students\u27 literacy skills is fundamental for developing critical thinkers and empowered learners. With AI becoming increasingly integrated into literacy instruction, there have been studies conducted specifically addressing AI\u27s role in college writing within and English language learners (Aljuaid, 2024; Wang, 2024; Wang et al., 2024) however there is a gap in research specifically addressing AI\u27s role in integrated reading and writing classrooms at the post-secondary level. Instructors\u27 perceptions and practices significantly influence how AI can enhance students\u27 literacy outcomes. While previous studies have explored AI in broader educational contexts (AlDhaen, 2022; Bearman et al., 2022; Bond et al., 2024; Crompton & Burke, 2023), focused research on AI\u27s application in integrated reading and writing remains limited. This qualitative case study will examine how developmental literacy instructors perceive and utilize AI tools in their classrooms, as well as their experiences with this integration. Grounded in the Artificial Intelligence -Technological Pedagogical Content Knowledge (AI-TPACK) framework proposed by Celik (2023), along with Gee\u27s (1999) discourse theory and Rosenblatt\u27s (1994) transactional theory, this study will analyze how developmental literacy instructors\u27 knowledge and discourse about AI shape their pedagogical approaches. This study will aim to address the limited research on AI integration in integrated reading and writing classrooms at the post-secondary level by exploring developmental literary instructors\u27 perceptions and practices. It will further aim to provide instructors with insights into the potential role of AI in literacy development. Finally, this study will explore how professional development and prior AI knowledge impact instructors\u27 ability to integrate AI tools effectively
ChatGPT hasn\u27t come for us! (Yet?): 2025 Update on ethics and law in AI in education
No full textAs artificial intelligence (AI) becomes an essential tool in education, it brings both exciting possibilities and complex ethical challenges. This presentation explores the dual aspects of AI\u27s role in education: enhancing learning experiences and administrative processes while addressing critical concerns around data privacy, bias, and the risk of reduced human involvement. Through real-world examples, participants will gain practical insights into leveraging AI responsibly, from minimizing algorithmic bias to ensuring data privacy and balancing AI\u27 s potential with human judgment. Join us to discuss how (and even whether!) AI can support fair, transparent, and innovative practices that enhance educational outcomes
Detecting Physical Activity Using Wearable Sensor Data
No full textThis study focuses on detecting physical activity using wearable sensor data, specifically distinguishing between walking and running. A dataset comprising accelerometer and gyroscope readings is used to train and evaluate various machine learning models, including logistic regression, random forest, k-nearest neighbors, naïve Bayes, and XGBoost. Extensive preprocessing, such as creating lag features and rolling statistics, is performed to enhance temporal data representation. The models are evaluated using metrics like accuracy, precision, recall, and F1 score. Incorporating lag and rolling features significantly improves model performance, with logistic regression achieving perfect scores across all metrics. These findings demonstrate the effectiveness of enhanced feature engineering for time-series data in human activity recognition and highlight the potential of wearable sensors in monitoring physical activities
Investigating the Efficacy of a Novel Law Enforcement Use of Force Training Simulation
No full textRealistic scenario based training (SBT) is an effective method used to prepare police officers for real world use of force incidents. Many law enforcement agencies are unable to host regular SBT due to time, cost, and facility constraints. A novel simulation training approach was investigated to determine if it may be a suitable alternative or supplement to traditional SBT at reduced cost, time, and increased frequency. This novel scenario based simulation training (SBST) environment combined physical and virtual elements into a single training scenario. A physical space, designed to depict the scene of a critical incident, was equipped with immersive technological factors including interactive virtual human avatars. A mixed-methods, within-subjects, counterbalanced design was adopted to measure performance, sense of presence, and sense of agency between a traditional low fidelity shoot house control condition and a high fidelity, open scenario based simulation training condition among a sample of 15 police recruits. The SBST condition produced significantly higher feelings of presence, attempts to employ de-escalation techniques, and use of cover. Marksmanship performance deteriorated in the SBST condition. Participants fired more shots and missed at a higher frequency than the shoot house condition. The sense of agency was unchanged between conditions. The findings suggest that there is some evidence that the Cognitive Affective Model of Immersive Learning (CAMIL), a theoretical framework for learning and training in immersive virtual environments, may generalize to this domain. The results suggest that high fidelity, open SBST for law enforcement training may effectively simulate real critical incidents and provide a venue to train policing skills. Further research with a larger, more experientially diverse sample of law enforcement professionals is necessary to increase confidence in these findings
Live Content: Turning Guests Into Co-Creators of Gamified Attractions
No full textBased on an in-depth exploratory literature review, this thesis proposes to assess how a live content team might interact with the lifecycle of a gamified theme park attraction. To offer unique and memorable experiences to Guests, there has been an increase in the development of theme park attractions that are “gamified,” in that Guests can interface with some interactive game element or experience. This is especially pertinent with the development of video-game-focused lands and attractions, such as Super Nintendo World at Universal Studios Japan, Hollywood, and soon to be Epic Universe in Orlando, FL. Attractions can incorporate gamification in a myriad of both virtual and physical ways. While this is intended to enhance the quality of an experience by introducing interactivity, competition, immersion, roleplay, and delight, more research is needed to establish how these technological content tie-in’s to attractions can avoid becoming outdated and stale by the time the content reaches its audiences. Leaning on established practices in the gaming industry, a proposed design solution will be presented mapping those practices onto the operation of a fictionalized themed attraction. This study contributes to the exploration of real-time augmentations to gamification in the themed entertainment industry. This study also suggests that continuous development and live content design teams are integral to the execution of truly iterative and reactionary content features, further integrating the tech industry - specifically game design and development - with themed experience design
Gait Kinematics and Muscular Responses to Rhythmic Perturbations in Healthy Young Adults
No full textFalls pose a significant risk across all ages, leading to injury and loss of independence. Understanding gait adaptation to external perturbations provides insights into balance control and muscle activation, with implications for rehabilitation and fall prevention. While entrainment, the synchronization of biological rhythms to external stimuli, has been widely studied using auditory and visual cues, its effects in response to mechanical perturbations remain unclear. This study examines how young, healthy adults adapt to discrete mediolateral perturbations and whether entrainment occurs when mediolateral perturbations are applied at set timings determined by their natural stride period.
Participants walked on a self-paced treadmill while experiencing discrete mediolateral perturbations (0.03 m) at set timings: their preferred stride period, ±10%, and ±20%. Step kinematics, including step length, step width, stride time, and walking speed, were analyzed, along with electromyography (EMG) root mean square (RMS) curves to assess average muscle activation.
Step width variability was the only kinematic measure that showed significant differences in response to perturbations, but this effect was observed in only two of the five conditions, suggesting selective lateral control adjustments. No significant differences were found in step length, stride time, or walking speed. Similarly, EMG analyses revealed no significant changes in muscle activation across conditions, indicating that perturbations did not elicit measurable entrainment effects.
These findings suggest that young, healthy adults prioritize stabilizing step width variability over other gait parameters when responding to mediolateral perturbations. Despite frequent perturbations applied at set timings determined by their natural stride period, entrainment-like effects did not manifest in muscle activation or balance metrics. Further research is needed to explore whether prolonged exposure or different perturbation magnitudes could induce entrainment-like adaptations
The Impact of Visualization Styles on Movement Imitation Accuracy in Virtual Reality
No full textVirtual reality (VR) has become a powerful tool for motor learning and skill acquisition, offering immersive environments for users to practice and refine movements. This thesis investigates how different visualization styles in VR affect movement imitation accuracy, specifically focusing on hand movements. While prior research has explored precise alignment and visualization individually, few studies have examined their combined impact. This study addresses that gap by evaluating the effectiveness of various visualization methods in relation to offset, animation, and manual type.
We developed an application to ensure all participants experienced each visualization factor as 12 combinations in varied sequences. The user study conducted with 30 participants combined performance data with responses from the qualification, between trial, and end of experiment questionnaires. Movement data assessed performance accuracy, and questionnaire data captured user perception.
The results indicate that manual type significantly affects user satisfaction and accuracy (p \u3c 0.001), with the unimanual condition yielding the highest accuracy. Animation style also had a significant effect (p \u3c 0.001), with discrete animations improving accuracy compared to continuous animations. Offset had no significant effect on accuracy, but users did prefer closer visualizations.
These findings provide valuable insights into VR-based motor learning applications. By using discrete animation and close-up visuals, developers can enhance the effectiveness of movement learning tools. This could have a direct impact on careers where muscle memory is a necessity. Future research could explore applications in rehabilitation, training, and remote teleoperation to optimize VR-guided motor tasks. Research could also evaluate the impact of visualization design in VR on real-world applications
Roleing In & Out of Character
No full textThis thesis explores different methods for an actor to safely get in and out of character. There is a myriad of methodologies for actors to get into their roles, but not much public information on how actors should get out of character. My research navigates how to release a role, or ‘de-roleing,’ along with what actors need in preparation for taking on a role, or ‘pre-roleing.’ The risks of not having an efficient pre-roleing and de-roleing method are emphasized. Using a combination of ideas brought on by Augusto Boal, Susana Bloch, Suzanne Dieckman, and others, I explore methods to de-role and elaborate on what I found has worked. The lack of a sufficient pre-roleing method is directly linked to why so many actors suffer from boundary blurring. As a theatre educator, it’s our responsibility to educate theatre students on the risks of not having a healthy methodology, along with guiding them towards sufficient pre- and de-roleing methods. By cultivating awareness about pre-roleing and de-roleing, we prevent future actors from self-detriment. Inspired by my experience of boundary blurring with a past role, I have implemented pre-roleing methods in my roles over the past year. My methods have enabled me to separate myself from my character with more ease and have led to new discoveries. Through exploring different de-roleing concepts, pre-roleing techniques are revealed along with a call to action for theatre educators. Analysis from roles done during my master’s program and vernacular to be familiar with if wanting to continue acting is discussed. My intention is to showcase the necessity of having a healthy pre-roleing method if one wants to de-role safely out of a role, which in turn would minimize the effects of an emotional hangover on an actor post-production
The Role Of Social Media On Attention Deficit/Hyperactivity Disorder, Self-Esteem Imposter Phenomenon, And Identity Distress
No full textThis thesis explored the relationships between Attention-Deficit/Hyperactivity Disorder (ADHD), self-esteem, masking, Imposter Phenomenon (IP), and identity distress, along with the role in which social media integration plays in these relationships. Participants (N = 500) were recruited through SONA, a research recruitment database, and completed an anonymous online survey for course credit. Those who met the DSM-5 -TR criteria for ADHD had higher levels of IP, integration of social media, and Identity Distress, but lower levels of self-esteem compared to students who did not meet criteria for ADHD. This study is the first to explore the link between ADHD and IP, which was mediated by self-esteem, masking and social media connections. Further results and their implications are discussed
Development of a Rapid and Efficient Molecular Triage Workflow for Non-Semen Containing Digital Penetration Evidence
Get PDFSexual assault is commonly thought of as penile penetration of the vagina, without consent from the victim. It was only in 2011 that the Uniform Crime Report definition of rape was updated to include the following: “penetration, no matter how slight, of the vagina or anus with any body part or object, or oral penetration by a sex organ of another person, without consent of the victim.” Digital penetration of the vagina (penetration with fingers) is the subject of this study. DNA analysis can identify individual contributors of a DNA profile. The body fluid origin of biological evidence can give additional contextual information about the nature of a sexual assault, but DNA analysis does not provide this. Traditional body fluid identification uses serological methods that consume sample material, are unable to simultaneously detect multiple body fluids, and do not provide definitive identification for body fluids such as saliva, vaginal secretions or skin. Instead, molecular-based techniques like mRNA profiling can provide more definitive body fluid identification for all forensically relevant body fluids and thus address the shortcomings of serological techniques. This study aimed to develop a rapid molecular-based approach for the screening of digital penetration evidence. First, a rapid DNA/RNA co-extraction was optimized for use with body fluids commonly encountered in forensic cases including digital penetration. Traditional autosomal DNA STR analysis and advanced RNA profiling assays were developed and optimized for use with the co-extracted samples. Four different RNA profiling assays were developed, including two multiplex capillary electrophoresis (CE) assays and two high resolution melt (HRM) assays. These assays were then structured into a molecular triage workflow for the analysis of digital penetration evidence. The performance of this workflow will be demonstrated with single source body fluids, simulated mixtures and bona fide digital penetration samples