Five IDP faculty publish research
Five faculty in the Department of Interdisciplinary Professions have recent publications on topics including gamification, video timeline-anchored comments, children’s reading materials and more.
Dr. Lindsay Mattock in Library Science recently published “Using Gamification to Overcome Anxiety and Encourage Play in the Graduate Classroom” in eLearn Magazine.
The abstract reads:
Gamification has been dismissed by some as a passing fad and buzzword in education; however, if approached as part of mindful course design, gamification can enhance student learning and engagement. This article introduces a gamified redesign of a technology-based graduate course using Yu-Kai Chou?s ?actionable gamification.? Chou?s Octalysis Framework defines eight-core drives that describe the psychological motivators found in common gaming mechanics. Adding elements of ?white hat gamification? to the course?which focused on building a sense of accomplishment, empowerment, and meaning making?created an environment that allowed students to overcome their anxieties related to technologies, build digital literacies, and overcome the fear of failure in the classroom. The article introduces simple gaming mechanics that were easily incorporated into the course and align with common pedagogical strategies, such as contract grading, while reflecting on the impact on students and the instructor and offering ways in which gamification can be easily incorporated into course design.
Dr. Xi Lin in adult education recently published “Increasing student online interactions: Applying the video timeline-anchored comment (VTC) tool to asynchronous online video discussion” in the International Journal of Human-Computer Interaction.
The abstract reads:
This qualitative study examines the use of the Video Timeline-Anchored Comment (VTC) tool in asynchronous online courses to explore students’ discussion during video-based lectures. Applying this recently available tool of human-computer interaction (HCI) for asynchronous online video discussions enables students to watch video-based lectures while timely commenting on the content, and peers’ thoughts, or asking questions. Thirty students from two graduate-level adult education courses at a US institution participated in the study. The findings demonstrate that the VTC tool helps engage online students in asynchronous video-based lecture discussions and increases their interactions with the content, peers, and their instructor. Our research suggests a model that encourages interactive engagement to enhance learners’ cognitive presence. This could help bridge the gap between online lectures and offline social networks in an asynchronous learning setting by facilitating real-time connections. We conclude by integrating the HCI tool with the interactive discussion model, students’ online interactions during video lecture discussions can be improved and sustained.
Dr. Rita Soulen in library science recently published “Children’s access to reading materials relative to the Coronavirus (COVID-19) pandemic: Preferred formats and resources” in the Journal of Library Administration.
The abstract reads:
This survey of parents (N = 260) investigated children’s access to library materials prior to (T1), during (T2), and predicted after (T3) the COVID-19 pandemic. Preferred formats and resources used to access reading materials were compared by demographic and other factors. Results demonstrate substantial changes in access to print books and ebooks during the pandemic and overall increase in access to audiobooks; supersubstantial change in access to print books from libraries and retailers during the pandemic; overall supersubstantial decrease in access to school library books; and substantial increase in access to print books purchased from retailers. Findings suggest that library closures and limited hours during the pandemic may transform children’s preferred formats and resources used to access reading materials.
Dr. Phyllis Broughton in adult education and Dr. Kaye Dotson in library science recently published “Challenges and expectations of baby boomers seeking a graduate degree” in The Delta Kappa Gamma Bulletin, International Journal for Professional Educators.
The abstract reads:
The authors examine the learning experience challenges and expectations of adult learners, specifically Baby Boomers (born between 1946-1964), seeking a graduate degree in either an adult education or library science program at a university in the southeastern United States. Both programs are taught in a completely asynchronous online format. The authors interviewed current and recent graduates of these programs, examining the barriers, challenges, and achievements of identified Baby Boomer graduate students during their learning process. They provide recommendations and suggestions for departmental and institutional changes that will improve engagement and implementation of learning experiences for future students.