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Understanding the Essence of The Experience: A Transcendental Phenomenological Study of Students\u27 Engagement with Gamification in Higher Education Asynchronous Courses
Get PDFThe purpose of this transcendental phenomenological study was to describe the nuanced academic lived experiences of students engaging in online asynchronous gamification activities at Central Valley Community College District (CVCCD), a mid-sized community college located in California’s Central Valley. The theory guiding this study is Landers’ theory of gamified learning as it provides a framework for understanding how the intentional integration of game elements, such as points, badges, and leaderboards, can influence learning-related behaviors and attitudes, aligning directly with the study’s focus on how gamification impacts student motivation, engagement, and cognitive experiences in asynchronous online discussions. The central research question guiding this study is: How do higher education students perceive gamification in online asynchronous discussions as it pertains to influencing their engagement and learning processes? This transcendental phenomenological study included a convenience sample of students from three online courses that implemented gamified asynchronous discussions. Data collection included individual interviews, focus groups, and artifact analysis of course materials. Moustakas’ transcendental phenomenological approach was used to analyze the data, incorporating Epoché, horizonalization, and imaginative variation to identify the essence of participants’ shared experiences. Findings revealed that students perceived gamification as a purposeful and engaging instructional strategy that enhanced their motivation, participation, and understanding of course material, particularly when game elements were clearly aligned with learning objectives and supported by visible instructor presence
Examining Credit Loss Faced by Military-Connected Students: A Causal Comparison Based on High School Mobility and Resilience Factors
Get PDFThis quantitative, causal-comparative study investigated the number of academic credits lost among military-connected high school students based on their geographic mobility: those who moved zero, one, or more than one time during their high school years, when controlling for the students’ resilience, as measured by the Current Experience Scale. Understanding the impact of geographic mobility on the resilience and academic credits of military-connected high school students is critical, as it exemplifies the unique challenges and obstacles this student population faces. A one-way analysis of covariance was used to test the hypothesis, but assumptions were violated and transformations were unsuccessful. Ultimately, two one-way analysis of variance tests were used to analyze the data. Credit loss increased across the three groups: students who did not move at all lost the least amount of academic credit, students who moved once lost more academic credit, and students who moved two or more times lost the most amount of academic credit. Resilience scores were lowest for the group that moved one time, but higher for the group that did not move at all, and highest for the group that moved two or more times. This research is significant for military families and national defense policymakers who prioritize recruitment, retention, and morale of servicemembers and their families, as well as academic outcomes for military-connected students
The Perception of Educational Leadership on Policies Impacting Equity and Access in Advanced Placement Programming for Diverse Student Learners: A Hermeneutic Phenomenological Study
No full textThe purpose of this hermeneutic phenomenological study was to describe the perception held by educational leaders on equitable access to advanced coursework for diverse student learners in the Highland County School District. The theory guiding this study was Maslow’s hierarchy of needs, as diverse students need an environment that emphasizes cultural inclusion to encourage academic growth. The central research question for this study was to investigate the perceptions of educational leaders regarding how existing policies affect the equity, access, and student experience in advanced courses. This study employed individual interviews, document analysis, and focus groups to collect data from 10 educational leaders with at least five years of experience teaching Advanced Placement (AP) prior to assuming administrative roles. Data was analyzed through a multi-step process with thematic reflection across collection approaches. Interpretive selective coding was used to emphasize essential and repetitive data and to determine the overall themes of policies and data, access to advanced courses, diverse representation, college and career readiness, and support. The data indicated that the Highland County School District implemented policies that encouraged increased enrollment of diverse student learners in advanced courses, resulting in improved academic outcomes. Implications for policy and practice include increasing culturally relevant teaching in advanced classrooms to encourage motivation and reviewing existing policies to remove limiting language and barriers, such as testing data and tracking. Additional research should focus on the perceptions of diverse learners and the collection of quantitative data to determine if there is a measurable correlation between advanced course enrollment and academic success
The Negative Impact of Limited Integration on Business Performance and Customer Satisfaction in Supply Chains.
No full textThe increased spatial complexity in global supply chains has created an environment of heightened dynamism. Technological innovation, a rapidly changing global economy, geopolitical challenges, and the erosion of trust between supply chain partners compound this issue, creating disruptions and challenges for organizational and supply chain partner decision-makers. This research fills a gap in the scholarly literature on supply chain integration, including a 360-degree view of the problem from the perspective of the customer, supplier, and focal organizations. To address the gaps in the existing body of knowledge, the researcher conducted a flexible design multiple-case study using a constructivist research paradigm. Primary data were collected through semi-structured interviews with executives, directors, and senior-level leaders operating in eight industries with supply chains. The primary data were triangulated through quantitative secondary data collected through a survey and publicly available datasets. Dynamic Capability Theory was critical to this research, guiding the researcher to explore vital aspects such as resource configuration within and across supply chain organizations, innovation in process implementation, strategic flexibility and resilience, and learning mechanisms for organizations. The research contributes to the scholarly literature by informing both theory and practice on current themes in supply chain integration in the United States across eight industries and various organizational types. Future research should aim to investigate the problem in other industries within this geographic region, thereby filling gaps in the existing body of knowledge on this topic
Music and the Journey of Black Male PhD Graduates in Counseling
No full textThis transcendental phenomenological qualitative study explored the lived experiences of Black male PhD graduates from CACREP- accredited counseling education programs who are now professors within the academy. It examined the integration of music as a coping mechanism to address the psychological impact of isolation, tokenism, and hypervisibility connected to attending predominantly white institutions (PWIs/ HWIs). Data was collected through semi-structured interviews and participants shared bespoke musical playlists. The results of this study revealed three overarching themes and associated sub-themes: the impact of racism and systemic barriers (structural barriers and racial inequities); navigating predominantly or historically white institutions; and music as a coping mechanism (how bespoke playlists are more than just background noise, offering spiritual refuge, counterspace, and emotional self-regulation). The study was guided by Schlossberg’s Theory of Transition, which conceptualizes change through the phases of moving into, moving through, and moving out, coupled with the metatheoretical lens of Afro-pessimism to analyze the systemic barriers and racialized experiences of Black men in counselor education programs
Church Engagement With Generation Z in a Post Christian Culture
No full textThe purpose of this qualitative phenomenological research was to apprehend what has kept Generation Z individuals to continue attending church in a post Christian culture. Understanding what keeps this demographic committed to their faith communities is essential for the FWB church. Focusing on Gen Z individuals that have stayed faithful to their local FWB church gives insight on why Gen Z individuals that have grown up attending church have abandoned their faith. The data collected through in-depth, semi structured interviews with Gen Z participants who met the criteria of sustained attendance and involvement in their local FWB church was practiced. The research that was conducted endeavored to uncover what type of programs would have success to keep Gen Z plugged in and faithfully attending their local Free Will Baptist church. There are several ways churches seek to develop into the establishment they want to be and that God has called them to be. The shift to examining Gen Z entirely when it comes to FWB churches is insufficient and needed. To achieve long lasting goals, the local church must evaluate its present condition, establish a plan moving forward, and engage in imperative modifications to reach its desired objectives
Science Unleashed: The Influence of Science Content Implementation Within Learning Management Systems
No full textThe qualitative, phenomenological study addressed the factors secondary science teachers face in implementing the science content in online LMS while continuing to teach in traditional classrooms. The research addressed the adequate training secondary science teachers may or may not have received in LMS and technology integration into the classroom. Utilizing Bruner\u27s constructivist theory (1966) concerning the virtual classroom to recognize the imperativeness of educators in curriculum development to answer the question, How are science teachers\u27 experiences regarding the effectiveness of LMS and online learning? While conducting a literature analysis, the most frequent themes were faculty readiness, transitioning to online education from traditional education, inconsistent student engagement and parent involvement, conducting virtual labs, and pandemic learning. The research focused on the experiences of science educators in Georgia and their training in transitioning from traditional learning to online learning, determined the individual experiences, and described those experiences while presenting general or universal derivatives. Through interviews, focus groups, and a questionnaire, the researcher observed and documented the experiences of secondary science teachers with the LMS in their school district
Exploring Teachers’ Self-Perceptions: A Case Study Unraveling the Influence of Professional Learning on Practice
No full textThe purpose of this case study was to understand how professional development affects elementary educators\u27 self-perceptions in the K-12 setting within American schools overseas. The theory guiding this study was Jack Mezirow’s theory on transformative learning as it explains the relationship between learning and practice. How do overseas teachers\u27 engagement in professional learning activities contribute to transformative learning experiences, and how does the social learning context influence the development of their teaching practices? The present study utilized a case-study approach to explore how current teachers perceive their practice is affected by professional learning. Interviews, surveys, and document analysis were used to collect data that reveals trends and patterns in teachers\u27 self-perceptions of how professional learning impacts their teaching practice. A comprehensive analytical method was employed for this research, starting with the organization of information into arrays that reflected identified themes and subthemes
The Relationships Between Grief, Depressive Symptoms, Family Resiliency, and Spiritual Struggles and the Moderating Effect of Hope Among Bereaved Fathers Following Miscarriage
No full textMiscarriages are primarily treated as tragedies that impact women; however, the existing literature highlights that men experience similar impacts as women following the loss of their baby to miscarriage. Despite this, men widely report feeling forgotten and alone during their time of bereavement, with a lack of understanding and support in place for men who have lost a baby to miscarriage. This current study sought to fill the gap in the existing literature by investigating the relationship between spiritual struggles, family resiliency, depression, and grief levels in bereaved fathers following their wife’s miscarriage, using the moderating influence of hope on these relationships. The sample size consisted of 74 married men whose wives had suffered a miscarriage within two years of participating in the study. Results from the Pearson correlation coefficient (r) showed significant correlations between the variables, religious or spiritual struggles and family resilience, with depressive symptoms and post-miscarriage grief outcomes (p \u3c .001). The moderation analyses revealed that hope did not moderate any of the relationships between the variables. However, exploratory mediation analyses showed that all of the relationships between the variables were partially mediated by hope. The findings of this study can advance the understanding of the needs of bereaved fathers, allowing for the development of better support. This study also combats taboos surrounding miscarriage and men’s mental health, as well as brings awareness to the significant impact miscarriages can have on fathers. Still, future research is needed to further understand how variables such as time, stigma, and other mental disorders impact men following the loss of their baby to a miscarriage
The Intersection of Ethnomusicology and Special Education: An Exploration of ABA-Infused World Music Play Facilitation in the Social-Emotional Development of Children with Autism Spectrum Disorder
No full textInspired by experiences across disciplines, this mixed-method study peered into a possible intersection of ethnomusicology and special education. An innovative ABA-infused world music play facilitation program for children was created to examine how culturally diverse musical intervention in combination with Applied Behavior Analysis (ABA) principles could enhance the social-emotional development in children diagnosed with ASD. To gain an informed context on worldview and structure, this research was conducted within both sacred and secular communities. To gain a comprehensive understanding of how interdisciplinary intervention can impact the self-expression, self-regulation skills, and cultural awareness of children, both quantitative assessments and qualitative observations were used. The participant profile included children aged from five to fourteen years old. It is also made up of community volunteers and educational professionals. Due to time and resource constraints, this two-week program was conducted within a school and church in the north Indianapolis area. The data collection method included ethnographic observations, semi-structured interviews, and audio/video recordings. Though the findings were inconclusive for the criteria of music and ABA therapy, there were improvements in participants’ social engagement, communication skills, and emotional regulation during the ABA-infused world music play. Potential areas for future research were highlighted. Such as, lament songwriting during a ABA-infused world music play intervention, community-centered interventions that maintain evidence-based behavioral principles during an informative performance, adaptive world music pedagogy for special education classrooms, and culturally rooted music therapy interventions that target social skills and cognitive developmental skills. By bridging ethnomusicology and special education, both fields expand to produce responsive musical experiences and music play facilitation techniques for the communities that serve children with ASD, until every voice is heard