Ph.D. Research in ECT
Students in ECT conduct research and scholarship continuously through the program, beginning with the candidacy paper in the first year. Students participate in research labs and faculty projects, work under the supervision of faculty in research courses, and participate continuously in the doctoral colloquium as a research-supportive community. Over time, students publish journal articles and conference papers in addition to conducting the doctoral dissertation.
Recent Ph.D. Dissertations
Fabio Campus, Ph.D. 2024
Utopia and Imagination as Critical Civic Pedagogies for Marginalized Youth
Solid and resilient democracies rest upon an informed citizenry capable of critiquing societal issues and reimagining alternative scenarios. Traditional school-based civic and social justice education, however, often falls short of addressing the diverse needs of today's youth, often relying on instructionist pedagogies focused on factual knowledge and standardized assessments related to government and electoral issues. On one side of the civic education spectrum, approaches rooted in the Critical Pedagogy movements of the 1970s reemerge, claiming an education rooted in a structured critique of today's social dilemmas. On another side of the spectrum, emerging scholarship — often called "new civics" — emphasizes the importance of additional skills, literacies, and dispositions for youth to engage with complex social issues and envision potential solutions critically. Speculative and utopian pedagogies, two of such new approaches to civic and social justice learning, invite students to elaborate diverse and even multiversal scenarios as alternatives to current situations of oppression and inequality. But to what extent are such imagination-driven pedagogies solid and robust to promote learning based on a well-thought critique of modern society? One of the central questions this dissertation sought to answer is how educators working under a speculative civics paradigm might reconcile criticality and imagination in their programs. How might we design mechanisms and processes in a learning environment that are imaginative enough to go beyond the constraints of reality while sufficiently grounded on the vicissitudes of one's lived experience? To answer these questions, this dissertation adopted a Design-based Research Approach (DBR) in which a civic imagination workshop was designed and refined in consecutive iterations. For this task, adolescents of two marginalized groups were recruited in two distinct countries: the United States (where participants were recruited in the city of Santa Ana, California) and Brazil (where participants were recruited in Rocinha, a favela in the heart of Rio de Janeiro). After four iterations — described in this study as thick design narratives — this study found several building blocks and design principles for promoting critical civic imagination and civic identity: 1) decoding and recoding, 2) back-and-forth design, and 3) civic storytelling. The study also identified critical dark patterns — undesired and unplanned processes that might emerge among the youth participating in civic imagination workshops. Finally, this dissertation ends with a discussion about the implication of the findings for designing interventions under a new civics paradigm, especially those seeking to blend harsh critique of social dilemmas and speculative thought about potential worlds that are creative, imaginative, and attainable.
Meagan Bromley, Ph.D. 2023
READY PLAYER TWO: An Exploration of the Relationship between Parental Engagement, Game Design and the Potential for Child Wellbeing in Digital Gameplay
Parental involvement in play has long been an essential piece of healthy child development and wellbeing, yet when it comes to digital play, parent-child relationships are often characterized by conflict and stress. This research explored the relationship between parental involvement with children’s digital game play, digital game design, and child wellbeing through an examination of today’s gamer generation of American parents - those who are among the first that grew up with digital video games available in the home - with children between the ages of 8-12. Specifically, this study investigated the influence of 1) parent attitudes, 2) engagement levels (personal practices around gaming and parent-child interactions including co-play activities), and 3) styles of mediation (restrictive to permissive) on parent beliefs about digital games and the potential of gameplay to impact child wellbeing. Data were collected via a mixed methods approach with an online survey of 351 parents, followed by 16 semi-structured interviews conducted over zoom. Statistical analyses of survey data included correlational relationships between variables, ANOVAs to understand differences between categories of parent gamers (hard-core, casual and non-gamers), and regression analysis to determine the role of engagement on overall beliefs in the potential of digital games to promote child wellbeing. These findings were triangulated with findings from interview data analysis, which included themes related to attitudes, engagement and mediation as well as pain points and affordances of game design. Research findings included high-level parent concerns about self-regulation, unknown spaces in technology, and finding balance. Key differences were found between gamer parents and non-gamer parents, revealing that digital play may offer more opportunities for involvement and therefore the potential to promote wellbeing in families where parents took an active interest or role in digital gaming. Additionally, in contrast to previous studies in the field, mediation styles were not found to be related to parental involvement, with parents across all categories managing game play in their home according to their personal circumstances without clear patterns. Implications of these findings can inform theory and research on parent-child experiences with digital media, parenting practices, and design recommendations for the digital game industry.
Jung Yeonji, Ph.D. 2023
Analytic Actionability: Human-Centered Design and In-Situ Examination of Actionable Learning Analytics
Actionability is a critical issue in learning analytics for driving impact in learning, bridging the gap between insights and improvement. This dissertation places actionability at the forefront, integrating it throughout the learning analytics process to fully leverage its potential. The study involves designing, developing, and implementing student-facing analytics for promoting actionability within the context of collaborative annotation.
The design work (Chapter 4) used a human-centered process involving students as co-designers and instructors as reviewers. Six design strategies for actionability emerged, each of which informed subsequent design activities: (1) don’t let data limit early ideas, (2) think in the first person, (3) bring in temporality, (4) consider a plurality of solutions, (5) situate analytics into students’ routines, and (6) imagine unintended, undesirable actions. During this process, the main challenge in collaborative annotation was identified as finding meaningful places to contribute, and various ideas for the analytic tool were generated to address this need.
The development work (Chapter 5) focused on creating the analytics designed for promoting actionability. The design concept produced by the human-centered process in Chapter 4 was translated into the product’s details and features. Seven distinct features of actionable analytics were identified: (1) prospective suggestions individualized to students, (2) integration into existing tools rather than standalone tools, (3) timing of analytics that can match timing of learning, (4) limited quantity of information provided at one time, (5) information presented in an accessible format, (6) direct paths to actions, (7) customizability for agency. Actionability as a criterion guided the development of the specific metrics for the collaborative annotation context, resulting in five types of suggestions for where students could contribute to collaborative annotation tasks.
The implementation work (Chapter 6) provided the developed analytics to 91 students in a live course over five weeks. Findings showed that while opening the analytics promptly, students used the analytics in different ways, either backward or forward in their learning routines. They rarely took immediate action based on the analytics, instead making indirect changes in their reading, commenting, and revisiting behaviors in collaborative annotation. This highlights the multifaceted nature of analytic actionability and the need for enhanced support in translating insights to actions.
Using an open-box design narrative, this study offers in-depth descriptions of developing tools for human-centered design processes, characteristics of what analytics designed for actionability look like, and ways to examine their direct and indirect roles in student learning. The study serves as a starting point to explore the potential of meaningful ways to close-the-loop in learning analytics by investigating how students can incorporate analytics-informed insights and actions into their learning tasks.
Frankie Tam, Ph.D. 2023
The Impact of Game Design Elements on Adolescents' Motivation and Executive Function Skills in a Cognitive Skills Training Game
Executive functions (EF) are important cognitive processing skills required for planning, reasoning, problem solving and self-monitoring. It is vital to various aspects of human development from behavioral, social-emotional to academic. There is an increasing interest in identifying and developing cognitive skills training interventions. Results have shown promising results using custom-designed games for cognitive skills training. Cognitive skills training games can enhance cognitive skills training performance and outcomes through motivating and engaging learners in repeated practice and progressive challenges. However, research focus on understanding the impact of game design on motivation and performance in custom-designed cognitive skills training games is limited. This study examined the impact of two specific game design elements (star system and motivational agent) in a cognitive skills training game on adolescents’ intrinsic motivation and executive function skills. Four versions of Gwakkamole, a digital game designed to train inhibition skill, a specific subskill of executive function, were played by adolescents (aged 9-14; N = 103) for 20 minutes, (1) star system only, (2) motivational agent only, (3) star system and motivational agent, and (4) no star system and motivational agent. Three levels of transfer Game log data were used for measuring in-game performance. Two EF measures were administered before and after the interventions: the Flanker task (inhibition skill measure) and the Dimensional Change Card Sort (DCCS) task (shifting skill measure) for understanding EF performances. Intrinsic Motivation Inventory was administered after the intervention for measuring intrinsic motivation. Controlling for pretest score, a significant higher in-game performance was found in the star system groups but no significant differences were found in executive functions performances. In addition, there were no significant differences in the level of intrinsic motivation across treatment conditions. These findings illustrate the potential of game design elements in improving game-based cognitive skills training outcomes. It provides a foundation for informing future research in designing and developing custom-designed cognitive skills training games.
Shiri Mund, Ph.D. 2022
Defining and Measuring Data Literacy for the 21st Century
The last decades have seen an unprecedented growth in the availability and accessibility of data, highly influenced by the ubiquity of digital media and the internet. As society contends with data’s increasing impact on the nature of knowledge, communication, and privacy, it faces a pressing need for citizens who are intelligent producers and cautious consumers of this data. This in turn requires situating data literacy at the center of lifelong learning, developing more consistent approaches for helping novices learn the language of data, and equipping the public to think critically and ethically about how and why data are being used (Deahl, 2014; Pangrazio & Selwyn, 2019). An important first step is defining data literacy.
This work is grounded in a definition of data literacy as comprising the skills, attitudes, and beliefs needed as “critical and reflective citizens” in the 21st century (Francois, Monteiro, & Allo, 2020). Noting a discrepancy between a research focus on data as social justice and individual experience of data literacy as a set of skills, I argue for a need to approach data literacy education from both a competency perspective AND an empowerment perspective (Gebre, 2018), as well as from a resource perspective. I outline a mixed-method study exploring how conceptions of data literacy manifest across middle school students, high school students, undergraduates, and adults, and detail the creation and validation of an instrument designed to measure data literacy in adults.
The instrument was designed to explore the unidimensionality of the data literacy construct. Data collected from a total of 700 participants was analyzed using exploratory factor analysis and fit to an Item Response Theory model. The analysis suggested that, rather than a single unidimensional construct, data literacy is multidimensional and composed of facets that are related to one another yet remain distinct. The instrument identified four factors of data literacy: Skills, Awareness of Data and its Limitations, Appreciation of Data, and Data Self-Efficacy. A confirmatory factor analysis supports this structure with a CFI of 0.990. Chronbach’s Alpha for the skills factor was 0.71 and the omega coefficient for the attitudes and beliefs factors was 0.96.
A key contribution of this work is the development of a Data Literacy Awareness-Action Typology mapping the relationship between an individual’s awareness of data and their actions relating to personal data management. The typology highlights that awareness and action don’t increase in tandem and offers a new perspective on how students might progress in their development of data literacy, suggesting the design of data literacy interventions that support students in aligning data awareness and action. The paper concludes with recommendations for researchers and practitioners to strengthen data literacy educational pathways. In particular, the findings point to the importance of bringing awareness to a broader definition of data, helping students recognize the wide role that data plays in their lives, and amplifying data literacy as empowerment to cultivate a sense of agency in when and how individuals can choose to act in engaging with their personal data.
Melissa Horvath-Plyman, Ph.D. 2018
Social Media and the College Student Journey: An Examination of How Social Media Use Impacts Social Capital and Affects College Choice, Access, and Transition
Research indicates social media is highly influential on college choice. Some studies indicate the possibility of social media increasing access and helping support transition to college.
To understand the effects or influence social media may have on college choice, access, and transition, this research study asked students how they used social media - to research and understand college opportunities, while transitioning to college, and while attending college. The study also focused on which types of social media content and sources students found most valuable and relevant. Building on the conceptual frameworks of Social Capital and Perspectivity Framework, this study collected data through an online survey, in-depth interviews, and narrative analysis.
This study found that social media is moderately to highly influential on college choice for most prospective students, but was not as influential as some other studies indicate. Social media was cited as one of many highly influential factors on college choice including parents, family members, college admissions counselors, websites, and college visits. The most valuable social media content for students is the perspectives and lived experiences of other current students, which helped provide insight into the authentic student life at each college.
For transition, social media was found to be a supportive source and many students connected with friends and roommates through social media between high school and college.
Social media was found to be beneficial in increasing access, although results varied based on the level of use. Many students indicated their social media networks included people they did not know in-person and whom they interacted with for advice and information on college indicating social media does help expand social capital for college-bound students.
First-generation students showed a significant increase in access and understanding of their opportunities through their social media interactions. Students of Color, who were also high social media users, benefitted from the perspectives of other students like them and insight into the racial climate and diversity on campuses. All of the students were interested in the perspectives of other students to help them understand the genuine and authentic student experience at colleges of interest.
Ralph Vacca, Ph.D. 2016
Cultivating Situated Mindfulness in Everyday Life: A Design-Based Study of a Mobile Approach
Situated mobile learning is an expanding field that places computers as mediators of our relationship with the world around us, enabling an augmented experience that changes how we experience things and in turn make meaning out of those experiences. The dissertation asks the question, what does it mean for mobile devices that are always with us, to help us be more mindful throughout the day, especially within a context of urban living in the 21st century? The design-based research study involved three iterative design cycles of a mobile app with input from a group of adult users to explore how a mobile app can prompt mindfulness states throughout the day using surrounding context and mental events as the attentional focus, and end-of-day reflections incorporating forms of cognitive reappraisal and body awareness. Analysis involved self-report measures of mindfulness, behavior logs, and in-depth interview analysis, all mapped against conjectures that related design embodiments, to mediating processes, to outcomes of curiosity and decentering (two factors of a mindfulness state). I found that in augmenting our capacity to be vigilant and self-monitor mental events throughout the day as meditation objects, it is possible to cultivate mindfulness states. The experience allows for the enactment of the three characteristics of mental activity the Buddha described – impermanence, suffering, and not-self. However, it is important that we be critical of what we mean by mindfulness states in that the approach embodied through the app can be argued to be a diluted form of mindfulness that is excessively cognition-focused, and provides limited pathways to more non-conceptual understanding – insight. Ultimately, the dissertation posits a form of computer-supported mindfulness that makes use of situated context to induce mindfulness states, and provides a phenomenological understanding of the advantages and limitations of such an approach within the context of modern demands and traditional contemplative understandings of mindfulness.
Dixie Ching, Ph.D. 2016
"Now I Can Actually Do What I Want": Understanding How Adolescents Leverage Their Social Learning Ecologies to Pursue Interest-Driven Learning and Practice-Linked Identities Connected to Digital Media Making
This study examines how youth are able to pursue interest-driven learning and practice-linked identities connected to digital media making with the help of individuals in their lives. Engaging in digital media making is an important route to developing important 21st century skills, empowered civic identities, and lifelong learning; also reports indicate that individuals from non-dominant communities are less able to derive such benefits. While research in the learning sciences, community psychology, sociology and other related fields widely agree that learning and development is enhanced through social support stemming from both family and non-family individuals, most studies examining social support for digital media making have tended to focus on one context or one provider group—for example, researchers have defined specific learning roles played by either parents at home, online mentors that were part of a social networking site, or educators operating in a school-cum-out-of-school environment. Taken as a whole, these studies provide an adequate grounding concerning the types of support that youth may require for digital fluency and media making, but leave open an opportunity to more fully capture social support provision as a holistic, dynamic, learning context-spanning phenomenon. The present study seeks to address this gap by investigating how adolescents navigate relationships in a variety of settings—including their home, school, and afterschool environments—to recruit and leverage the kinds of support they need to further their digital media making interests. Through a qualitative, interview-based study of teenagers recruited from out-of-school technology-oriented programs in New York City, I provide descriptive and explanatory evidence to (1) characterize how youth conceptualize the array of resources and supportive adults and peers available to them—their social learning ecology, (2) identify signaling practices they have utilized to recruit and leverage this support, and (3) explain how youth’s support-generating signaling practices and aspects of their social learning ecologies may have implications for continued engagement in interest-driven learning activities. Such information may inform the design of more equitable learning environments that facilitate the development of long-term learning trajectories through involvement of a wider circle of potential resource providers.
Gabriela Richard, Ph.D. 2014
Understanding Gender, Context and Game Culture for the Development of Equitable Digital Games as Learning Environments
The study proposes that in order to design educational games that address equitable learning outcomes, we need to understand contextual factors that can have differential effects on achievement across gender, ethnicity, culture and sexuality. Research on social identity formation, stereotype threat, school climate and the digital identity divide all underscore the importance of social context in shaping identification with, as well as confidence and performance in learning content areas, particularly math, science and technology (which includes computers and gaming). Past literature highlights that females and ethnic minorities are the most vulnerable to bias and negative stereotypes in these domains. Gender and its intersections with ethnicity and sexuality were investigated in game culture through an exploratory mixed-methods study. It consisted of a multi-year ethnography of online gaming activities in the greater gaming culture and a female-supportive online gaming community (with members across gender), as well as surveys developed from ethnographic themes. Ethnographic findings confirm that harassment is a pervasive gatekeeping practice that particularly targets and affects females and ethnic minorities in game culture and leads to silencing and marginalizing female game play; female gamers continuously wrestle with competing gendered expectations that undermined their play, particularly in co-ed environments, though also in female-supportive ones; and the female-oriented "clan" creates learning opportunities and access to female role models (that defy stereotypes) in ways that help level the playing field. Survey results demonstrate that stereotype threat, which has implications for learning and long-term outcomes through lowered confidence, performance and interest in a domain, can occur in game culture, and that females and ethnic minorities are statistically significantly more vulnerable to it. However, latent internalized gender schema (or one's internalized sense of masculinity or femininity) significantly interacts with vulnerability. Male and female members of a female-supportive clan scored significantly higher in their gaming identification and self-concept, and females of that clan were more likely to play frequently online, helping to demonstrate the positive role of supportive communities in mitigating the potential negative effects of bias and stereotype threat. The dissertation further makes recommendations for the design of efficacious and equitable educational games and learning environments.
| Year | Author | Title |
|---|---|---|
| 2024 | Campos, Fabio | Utopia and Imagination as Critical Civic Pedagogies for Marginalized Youth |
| 2023 | Jung, Jeonji | Analytic Actionability: Human-Centered Design and In-Situ Examination of Actionable Learning Analytics |
| 2022 | Mund, Shiri | Defining and Measuring Data Literacy for the 21st Century |
| 2020 | Pawar, Shashank | Improving Game-Based Executive Functions Training with Adaptivity and Adaptability |
| 2018 | Horvath-Plymath, Melissa | Social Media and the College Student Journey: An Examination of How Social Media Use Impacts Social Capital and Affects College Choice, Access, and Transition |
| 2017 | Mangen, Ofelia Denise | Educational Design for Sustainable Resilience: A Quisitive Inquiry of Everyday Consumption |
| 2017 | Singh, Sava Saheli | Academic Twitter: Pushing the Boundaries of Traditional Scholarship |
| 2017 | Vacca, Ralph | Cultivating Situated Mindfulness in Everyday Life: A Design-Based Study of a Mobile Approach |
| 2016 | Belman, Jonathan | A Study of Empathetic Play in Serious Games |
| 2016 | Huang, Tsu-Ting | The effects of types of reflective scaffolding and language proficiency on the acquisition of physics knowledge in a game-based learning environment |
| 2016 | Yavner, Steve | Stress, Fatigue, and Medical Students' Study Resource Selection: Implications for the Design of Educational Multimedia |
| 2016 | Ching, Dixie | “Now I can actually do what I want”: Social learning ecologies supporting youth pathways in digital media making |
| 2014 | Richard, Gabriela | Understanding Gender, Context and Game Culture for the Development of Equitable Digital Games as Learning Environments |
| 2013 | Frye, Jonathan | Video Game Player Profiles: Bridging Industry, Game Studies and Social Science Perspectives |
| 2013 | Kwah, Helen | Coming to See Objects of Knowledge: Guiding Student Conceptualization Through Teacher Embodied Instruction in a Robotics Programming Class |
| 2012 | Diamond, James | "You weren't doing what you would actually do, you were doing what people wanted you to do": a study of historical empathy in a digital history game |
| 2011 | Bouwmeester, Maaike | Examining the effects of reflective rubrics in the e-portfolio peer review process on pre-service teachers' ability to integrate academic coursework and field experiences |
| 2011 | Schreier, Joshua | Teaching and technology: beliefs and implementation among fifth and sixth grade public school teachers |
| 2011 | Allen, Chris | The effects of visual complexity on cognitive load as influenced by field dependency and spatial ability |
| 2010 | Rosalia, Christine | EFL Students as peer advisers in an online writing center |
| 2010 | Song, Hyuk Soon | The effects of Learners’ Prior Knowledge, Self-regulation, and Motivation on Learning Performance in Complex Multimedia Learning Environments |
| 2010 | Schwartz, Ruth | Considering the activity in interactivity: A multimodal perspective |
| 2010 | Chang, Yoo Kyung | Examining metacognitive processes in exploratory computer-based learning environments using activity log analysis |
| 2009 | Aronson, Ian | The effects of a multimedia video intervention's emotional content and ethnic matching on hiv prevention and testing related knowledge, behavior, and intent |
| 2008 | Brown, Michaele | Constructing knowledge in online discussions: supporting theory to practice in special education teacher education |
| 2008 | deHaan, Jonathan | Video games and second language acquisition: The effect of interactivity with a rhythm video game on second language vocabulary recall, cognitive load, and telepresence |
| 2008 | Dong, Chaoyan | Positive emotions and learning: what makes a difference in multimedia design? |
| 2008 | Lansiquot, Reneta | Pictures of history: fostering children's writing through interactive iconography |
| 2008 | Panzer, Richard | The effects of fear versus norm appeals and directive versus cognitively flexible designs in abstinence-centered multimedia education on teen sexual attitudes, intentions and behaviors |
| 2008 | Um, Eun Joon | The effect of positive emotions on cognitive processes in multimedia based learning |
| 2007 | Lage-Otero, Eduardo | Reading to write in an sla multimedia environment: a cognitive approach |
| 2006 | Wellock, Almber | The effects of a girl-friendly extracurricular technology program on female interest in future technology use and careers |
| 2006 | Giacoppo, Alexandre | Integrating social software into a student teacher education program: enabling discourse, knowledge sharing, and development in a community of learning |
| 2005 | Angarola, Scott | The effects of multimedia tutorials and observational learning on cognitive outcomes and skill acquisition in basketball |
| 2005 | Ha, Seungyun | The influence of individual differences (degree of self direction and fd/fi cognitive style), perception of interactivity, educational achievement, and navigational behavior on flow in web-based instruction |
| 2005 | Whelan, Robert | The multimedia mind: measuring cognitive load in multimedia learning |
| 2005 | Kaplan, Nancy | Computer technology, education and disability: experiences of postsecondary students who are blind or visually impaired |
| 2004 | Farkas, Daniel | The effect of the instructional sequence of spreadsheets and programming on performance, computer anxiety, and attitude toward computers |
| 2004 | Zydney, Janet | The effect of different types of scaffolding in a multimedia program on students' problem finding |
| 2004 | Hernandez. Sylvia | The effects of video and captioned text and the influence of verbal and spatial abilities on second language listening comprehension in a multimedia learning environment |
| 2004 | Lee, Hyunjeong | The effect of intrinsic and extraneous load on learning with computer-based simulations |
| 2003 | Griffin, Teresa | Supporting students with low self-regulation through problem-based learning techniques in online education |
| 2003 | Schwarz, Marc | The effects of different scaffolding strategies, prior knowledge, computer attitudes, and expertise reversal effect on learning outcomes in a cognitive apprenticeship learning environment |
| 2003 | Hamilton, Heather | The effect of different types of image annotations in a scientific text on different learning outcomes in multimedia learning environments |
| 2002 | Gal-Ed, Hagitte | The making of art and the knowledge of peace: a grounded theory study of video articulation as a learning tool in a dialogic program of peace education |
| 2002 | Hylton, Irene | Classroom management skills: can video instruction make a difference? |
| 2002 | Bloom Rosen, Dina | Media and training of teachers in reflection |
| 2002 | Kennedy, Carol | The effects of combining cognitive/metacognitive strategy instruction with hypermedia on content literacy, locus of control, and attitudes toward science in adolescents with language-based learning disabilities |
| 2002 | Song, Chiann-Ru | An analysis of branching behavior patterns in an interactive hypermedia learning |
| 2002 | Straker-Banks, Allyson | The effect of participation in an online course among teachers who are field dependent or field independent on their perceptions of computer anxiety, computer self-efficacy, and computer usefulness |
| 2002 | Goldenberg, Lauren | Not quite through the looking glass: a case study of computer mediated communication in a preservice teacher education program |
| 2002 | Tarcy, David | The relationship between field dependence-independence and cognitive processing: a test of conjoint retention hypothesis and cognitive theory of multimedia learning |
| 2001 | Snyder, Kathleen | Designing asynchronous learning environments |
| 2001 | Noble, Linda | The influence of characteristics of the cognitive apprenticeship model on the development of expertise among graduate students in educational media internships |
| 1999 | Ianniello, Patrick | A comparison of teachers who have and have not continued to teach Logo to elementary students |
| 1999 | Tucker, Elizabeth Ann | Analysis of preservice teachers’ videotapes for shifts between teacher-centered and student-centered discourse |
| 1998 | Henry, Paul David | Faculty use of network communications as a medium for scholarly work |
| 1998 | O'Keefe, Michael | An ecological approach to the study of human computer interaction using Hypertext |
| 1996 | Kos, Ivo | Teaching clinically-oriented embriology with computer simulations |
| 1996 | Randle, Dorothy (Lynn) | The process of instructional design: A qualitative study of one effort |
| 1995 | Dieffenbach, Laurie | The Effective Use of Hypercard Instructional Materials: A Qualitative Study of Graduate Students |
| 1994 | Grapin, Marilyn | Analysis of the pedagogical assumptions in the instructional design of the Video Homework Adventures in Middle School Math Project |
| 1992 | Kang, Haelan | The use of content-based interactive computer-mediated reading instruction in a graduate program |
| 1992 | Cobb, Patricia A. Cheatam | An observational case study of junior HMO insurance customer service representatives interacting with an expert system job aid during on-the-job training |
| 1991 | Bauer, Jo Anne | The microcomputer experiences of selected female educators: A qualitative study |
| 1991 | Levin, Jane | You can’t just plug it in: Integrating the computer into the curriculum |
| 1991 | Kropf, Marcia | The use of a computer-based museum exhibit: A study of family discussions and interactions |
| 1991 | Rosenthal, Beverly | Computer-mediated discourse in a writing workshop: A case study in higher education |
| 1991 | Nese, Lydia | Detecting deception in enacted and natural conditions |
| 1990 | McGovern, Mary Ellen | Multisite case study of the institutionalization of instructional television in four elementary schools of the Catholic School System of the Archdiocese of New York |
| 1990 | Piemonte, Charles Joseph | The interaction of gender and software treatment on third grader’s interest and achievement in keyboarding |
| 1988 | Lessor, Thomas A. | The design, development, and evaluation of a planetarium presentation |
| 1988 | Nicosia, Gloria | A description of college students’ listening comprehension in a lecture situation |
| 1987 | Margolin, Michael | A study of two methods of Talmud instruction, perceived self-efficiency and their interaction on the achieve-ment of 7th grade Israeli students |
| 1987 | Fischler, Herbert A. | Locus of control and two types of instructional television: An aptitude treatment interaction |
| 1985 | Beck, William | An interaction study of problem solving aptitude and methods of teaching a computer programming language |
| 1985 | Compte, Carmen | Using soap opera structure for aural French comprehension |
| 1985 | Janes, Barry | Subscriber use of the public access channel in New Rochelle, NY |
| 1985 | Teitlebaum Kronish, Priscilla | Relationship of selected cognitive aptitudes and personality characteristics of the online searcher to the quality of performance in online bibliographic retrieval |
| 1984 | Levenson, Steven | An analysis of the problem solving technique of a Talmudic expert |
| 1982 | Freitag, Werner | The development of criteria for the functional use of education technology in student unions |
| 1982 | Grauls, Fernand | General rhetoric: A model for analyzing synecdoche, metaphor, and metonymy, and its applications to posters |
| 1982 | Pounds, Michael | Details in black: A case study investigation and analysis of the content of the United States War Department non-fiction motion picture: The Negro soldier |
| 1981 | Phillips, Jack | A self-paced multi-media remedial algebra course at an urban community college |
| 1980 | Posner, Marcia | A search for Jewish content in American children’s realistic fiction |
| 1980 | Restaino, Phillip | A descriptive study of variables related to the purchase behavior of selected ninth and tenth graders in a Westchester high school |
| 1978 | Bathke, Warren E. | A comparison of visitation evangelism programs in selected evangelical free churches in the US |
| 1978 | Durfey, Thomas | Program-length local originations on translators: Education through a legal loophole |
| 1978 | Vazquez de Nieves Generosa | Alfred North Whitehead’s objective immortality theory and the implications of this theory for science education |
| 1978 | Uchegbu, Benjamin O. | The nature of colonial anti-nationalist propaganda in British Africa: The case of the colonial film censorship in British Nigeria (1945-48) |
| 1978 | Leibler, Harry | A theoretical design for systematic administration of college and university media production activities |
| 1978 | Skeele, Rosemary | The relationship of the graduate program in educational media at Seton Hall University with professional preparation required by employers of media specialists |
| 1978 | Wall, Muriel F. | American multi-ethnic diversity: A content analysis of education newsletters, 1968-76 |
| 1977 | Owens, Barbara B. | An interaction study of reasoning aptitudes, model presence, and methods of approach in the learning of a computer programming language |
| 1976 | Coppolino, Joseph S. | An investigation of the relationship between a person’s value system and his perception of values and events in one episode of a television series about the police |
| 1976 | Israel, David O. | The effect of three types of background music on the comprehension of selected recorded instructional mathe-matics programs for senior high school students in two selected school districts on Long Island, NY |
| 1976 | Kim, Hyun Joung | The interaction between two forms of teaching English via television and selected aptitudes of seventh grade Korean students in achievement in English |
| 1976 | Webb, Arnold | An exploration of the use of PPBS concepts in the decision making process for resource allocation in a large decentralized urban school system |
| 1975 | Ferenzi, Edward | An experiment to determine the effectiveness of instructional materials in the teaching of selected industrial arts sheet metal skills |
| 1975 | Persky, Joel | The relationship between the writings of Harold Adams Innis and Mashall McLuhan |
| 1974 | Goldberg, Janis | The development of videotape presentations as an integrative training experience for the pre-service training of elementary school teachers |
| 1974 | Johnson, Irene M. | An investigation of the effect of audiovisual training and guidance on the audiovisual utilization patters of teachers in a New Jersey junior high school |
| 1974 | Torres-Ramos, Clara M. | A history of the development of instructional television in Puerto Rico from 1958 to 70 |
| 1973 | Buonomo, Rizalia M. | An analysis of the development of the audiovisual education program of the department of education of Puerto Rico--1937-1970 |
| 1973 | Burket, Clinton Lee | A feasibility study of a series of selected historical maps for students in the seventh-grade |
| 1973 | Ginsberg, Abraham | The origin and development of consumer education in the New York City public high schools with guidelines for future programs |
| 1973 | Klinge, Peter | A comparison of the instructional ffectiveness of two film techniques: The lecture demonstration film and the dramatic situation film |
| 1973 | Offenberg, Mirium | Racial, religious, and ethnic characterization in detective fiction found in high school libraries |
| 1973 | Rivera de Otero, Consuela | An examination of selected Puerto Rican communications divisions with a view to the development of guidelines for the establishment of a communcations media center |
| 1973 | Thompson, Robert H. | Instructional media for studies of cybernetics: a resource for industrial arts |
| 1973 | Weinman, Constance | A unit of correlated audio-visual instructional materials for use in teaching local history in grades three and eight in the Salem, Oregon public schools |
| 1972 | Dengler, Ralph | Hot' and 'cool' catechesis: a content analysis of technology determinism in selected sixteenth century and twentieth century texts based on the general inquirer system |
| 1972 | Duckworth, Alice | Expectations of super-intendents, architects, and principals for the role of superintendent in planning, designing, and building a school plant |
| 1972 | Egan, John F. | The effect of integrating Dial Access Information Retrieval System Programs with the introductory psychology course at Jersey City State College |
| 1972 | Folcarelli, Ralph J. | A history and description of audio visual services and programs of the public library systems of New York State, 1950-70 |
| 1972 | Kallas, John | A comparison between the job requirements determined by the motion picture industry and the film production training provided by selected colleges and universities in the US |
| 1972 | Linden, Kathryn B. | The film censorship struggle in the United States from 1926 to 1957, and the social values involved |
| 1972 | Morrison, Lee | The effectiveness of sound filmstrip in the enrichment of sophomore college English courses |
| 1972 | Panos, Peter | A study of the growth in production of films on selected moral issues and their use as instructional media by Roman Catholic and Protestant colleges located in the Northeastern region of the US |
| 1972 | Rago, Frank | In-service education in instructional media for classroom teachers |
| 1972 | Ryan, Francis | Guidelines for an administrative design to coordinte the instructional TV fixed service faciliteis of the Catholic diocese in the US |
| 1972 | Alalyn, Scott | A search for the genesis of the architectural form of the ancient Greek theatre to indicate a possible origin of Greek drama in calendar-fixing |
| 1972 | Weinshel, Barbara | An investigation of the effectiveness of a computer management system designed to improve learning through the individualization of instruction |
| 1971 | Engel, Alvin | Single concept instructional film for use in Jewish religious elementary schools, 1971 |
| 1971 | Falk, Irving | An analysis of the readio network daytime serial drama Vic and Sade from 1932 to 1947 as representative of mid-western American humor |
| 1971 | Kaplan, Murray | An evaluation of the effective-ness of programmed instruction in elementary reading with mentally retarded adolescents in junior high |
| 1971 | Kelly, Joseph | Guidelines for a modern media approach to the incorporation of relevant peacetime disaster subject matter within the personal and family survival curriculum in the states of Region I of the Office of Civil Defense |
| 1971 | Koolik, Murray | A content analysis of educational films about Israel |
| 1971 | Tuttle, John | The historical development of computer capabilities which permitted the use of the computer as an educational medium in the US from 1958 to 68 |
| 1970 | Dirr, Peter | A study of the usefulness of the instructional television services of Channel 13/WNDT and recommendations for their improvement |
| 1970 | Gillespie, John | A history and descriptive study of the media centers of the Montgomery County public schools, Montgomery County, Maryland (1948-69), 1969 |
| 1970 | Lembo, Diane | A history of the growth and development of the Department of AV Instruction of Thenea from 1923 to 68 |
| 1970 | Mapp, Edward | The portrayal of the Negro in American motion pictures, 1962-68 |
| 1968 | Bien, Harvey | The development of a series of sound slides and manual for use with in-service education programs in physical education activities lessons in grades K-6: For use in grades K-6 in the New York City public school system |
| 1968 | Branscomb, Frederick | The pre-service professional training of teaching in the provence of Ontario, Canada, as it relates to instruction in the selection, production and utilization of media |
| 1968 | Brundage, Gloria | The nature and development of the concept of public interest in program service of radio broadcasting |
| 1968 | Griffin, Thomas | An experimental study of the effectiveness of functional music in instructional television |
| 1968 | Jennings, Ralph M. | Policies & practices of selected national religious bodies as related to broadcasting in the public interest, 1920-50 |
| 1968 | Neil, Marion | Relationship of business-industry sponsored educational materials and services to the instructional objectives of selected teachers in the state of Maryland |
| 1968 | Weingarden, Arnold | A visualized manual for teacher and pupil production of color photography transparencies in grades five and six in the New York City elementary schools |
| 1967 | Allen, Helen | A study of the effectiveness of teaching folk dancing by television to third and fourth grade children |
| 1967 | Chaplin, Lillian | A manual for the organization and administration of a non-profit program in the creative arts for children |
| 1966 | Freidman, Robert | The relationship between the retention level of orally and visually presented science material to selected fifth grade students |
| 1966 | Ahlman, Mirjam Haapanen | A study of related policies and practices in the provision of radio and television in-school braodcast services by New York State public school systems in 1957-58 |
| 1966 | Stinson, Donald | A propaganda analysis of the Catholic worker movement in Theus from 1933-65 |
| 1965 | Allen, Robert | Catholic social doctrine in national network Catholic TV programs in the US, 1951-68 |
| 1965 | Scher, Saul Nathaniel | Voice of the City: The history of WNYC, New York City’s municipal radio station, 1924-62 |
| 1965 | Stein, Leon Seymour | Editorializing by broadcast licensees |
| 1964 | Cosgrove, Philip J. | An administrator’s guide to the material and equipment for the utilization of television as an educational medium with special reference to the use of closed circuit and educational television in New York State |
| 1964 | Harris, Jerome | A survey of television in medicine to determine its utility as a means of continuing the medical education of the physician |
| 1963 | Smith, Mary Howard | Uses of television in higher education |
| 1961 | Scurorzo, Herbert E. | An analysis of the position of audio visual instructional materials building coordinator in the public elementary schools of New Jersey |
| 1960 | Doremus, Albert Francis | An analysis of the practical concepts concerning the role of selected A-V coordinators |
| 1960 | Trauber, Michael | The treatment of the Little Rock, Arkansas school integration incident in the Daily Press of the Union of South Africa, West Nigeria, and Ghana from September 1 to October 31, 1957 |
| 1959 | Cornfield, Ruth R. | The audio-visual departments of foreign information services in New York City |
| 1958 | Fell, John Louis | A comparison between sponsored and educational motion pictures |
| 1958 | Smith, Martha Jane | Key symbols in USSR and Chinese propaganda to the USA |
| 1958 | Swenson, Patricia Green | The historical development of educational broadcasting in the public schools of Portland, Oregon, and teh school’s radio station, KBPS |
| 1956 | Benda, Harold W. | A plan for the improvement of the pre-service course in audio visual education for the state teachers colleges of New Jersey |
| 1956 | Bowers, Kenneth L. | The extent to which equipment and facilities essential to an audio visual program have been provided in elementaryu schools constructed between 1945 and 1951 and recom-mendations for future construction |
| 1955 | Cottrell, Lee B. | A manual of utilization of motion pictures for guidance teachers in the junior high schools of New York City |
| 1955 | Hood, Leon Christ | The programming of classical music braodcasts over the major radio networks |
| 1953 | Groisser, Philmore L. | The development of audio visual instruction in the New York City school system |
| 1952 | Reisberg, Sidney | Fulton Lewis, Jr.: An analysis of news commentary |
| 1950 | Baron, Harold | The magazine Vanity Fair & its ability to interpret & reflect the literacy trends of its times |
| 1950 | Haskell, Deborah Peek | A rheterical analysis of J. William Fulbright’s speeches on the American character |
| 1949 | Krulevitch, Walter Kingston | National school broadcasts of the Canadian Broadcasting Corporation |