Dr. Byron C Havard

The purpose of this mixed methods, single-case embedded design study was to determine the influence of collaborative video production (CVP) on middle school students' collaboration, engagement, and interest in content and the video production process. A nomological network including the four-phase interest model developed by Renninger and Hidi was designed by the researchers and served as the theoretical framework. The sample for this study consisted of a total of 285 middle school-aged participants representing grades 6, 7, and 8 over a three-year period. Analysis results of data gathered from a 21-item quantitative student questionnaire and 14 focus groups revealed the development of phases 3 and 4 individual interest in content with CVP serving as a collaborative activity for meaningfully engaging tasks.

The Peer Assessment Collaboration Evaluation (PACE) Tool is an original peer assessment tool designed and developed by the authors to address the prevalence of social loafing in group projects in online learning environments. Online group projects offer students collaborative opportunities to engage in critical thinking and problem-solving. Students' participation and learning in online group projects are negatively impacted by social loafing. A total of 104 students completed all study requirements, and their data were used in the final analyses. One-way repeated-measures ANOVAs revealed significant positive main effects of PACE Tool use on participants' attitudes, subjective norms, perceived behavioral control, and related subcomponents. Students' use of the tool increased their behavioral intent to engage in peer assessment in the future may reduce social loafing in group projects, thereby positively influencing academic performance. Instructors' use of the tool may combat negative connotations associated with group work and social loafing, creating learning environments for effective group projects.

Students drop out of schools for many reasons, and it has negative effects on the individual and society. This paper reports a study using data published in 2015 from the Educational Longitudinal Study conducted by the National Center for Education Statistics to analyze the influence of parental involvement on low-achieving U.S. students’ graduation rates from high school. Findings indicate that both students and parents share the same perspective on the need for parental involvement in their academic progress. For low-achieving high school students, parental involvement in academic work is a positive factor influencing students’ graduation from high school.

The integration of wearables in education environments to enhance teaching and learning is an emerging area of research. However, many studies lack the rigor of formal research designs and results are inconclusive. The purpose of this meta-analysis was to examine the overall effect of wearable use on learning and motivation outcomes and describe the characteristics of the studies that comprise the body of quantitative wearables research. Searches for wearables research were conducted in three databases resulting in 144 results with duplicates removed. Coding based on specific inclusion criteria resulted in 12 studies with 20 effect sizes published between January 2016 and August 2019. The overall weighted mean effect size for 20 learning and motivation outcomes was .6373 (SE = .1622). It should be noted that while this result was statistically significant (z = 3.9292,p = .0001) with 95% CI [.3194, 9552], the heterogeneity was also statistically significant. Additional weighted mean effect sizes relating to study characteristics were significant while meeting the assumption of homogeneity. A discussion of the findings, implications, and limitations are provided.

The problem this study sought to address was faculty reluctance to use new online peer-assessment tools. The purpose of this study was to examine the motivational factors that influence the acceptance of the Peer Assessment Collaboration Evaluation (PACE) Tool among faculty employed at a mid-sized university in the Southeastern United States. This study used Davis's (1986) technology acceptance model (TAM) and motivational constructs "attitude toward using, perceived usefulness and perceived ease of use" (p. 44). The researcher used simple linear regression and standard multiple regression to determine if there was a significant relationship, if any, between the motivational constructs. The results of the linear regressions denoted positive, significant relationships between perceived ease of use of the PACE Tool and attitude toward using the PACE Tool, perceived usefulness of the PACE Tool and attitude toward using the PACE Tool; and perceived ease of use of the PACE Tool and perceived usefulness of the PACE Tool. The results of the multiple regression indicated that both perceived ease of use and perceived usefulness of the PACE Tool were positively, significantly related to attitude toward using the PACE Tool. Through faculty members' speculations, the researcher was able to measure their motivation to use the PACE Tool. The results of this study demonstrated faculty members are motivated to use the PACE Tool, which indicates high acceptability and potential usage in the future. By understanding how faculty members perceive the PACE Tool, designers may be able to develop online peer-assessment tools that are more acceptable.

The purpose of this study was to determine how Collaborative Video Production (CVP) influences students' perceived learning, content interest, and school interest. The theoretical framework is based on the Four Phase Interest Model developed by Renninger and Hidi (2016). The sample consisted of 242 students and 13 teachers representing grades 2 through 5. Results of this convergent parallel mixed methods study (Creswell and Plano Clark 2011) suggest CVP had a positive influence on perceived learning, content interest, and school interest for second grade through fifth grade students. The presence of Phase 1: triggered situational interest, and Phase 2: maintained situational interest as described by Renninger and Hidi (2016) were evident in the results. Students and teachers also described CVP as having a positive influence on the learning environment.

The purpose of this study was to determine the impact of technology use and teacher professional development on students' mathematics academic achievement. The U.S. Department of Education National Assessment of Educational Progress (NAEP) published results for mathematics assessments for Grade 4 from the years 2005-2015 served as the dependent variable. Specific items related to technology use and professional development selected from both student and mathematics teacher questionnaires served as the independent variables. The Technological Pedagogical and Content Knowledge (TPACK) was used as a framework to guide this research. Data analyses revealed significant differences across multiple variables and multiple years.

Wearables include a variety of body-borne sensory, communication, and computational components that users wear on, under, over the body or within clothing. These mechanisms have potential benefits for: (a) human performance support; and (b) cognitive and psychomotor learning. This review of existing wearable research begins with a historical overview of wearables and then provides the reader with a current and future perspective of their use across a variety of educational environments.

The University of West Florida instructional and performance technology (IPT) programs, currently housed in the Department of Instructional, Workforce and Applied Technology (IWAT), have been in place for over 20 years. Intense interactions with potential members of the target population including area public school teachers, school administrators, directors of instructional technology, the US Navy, the Chamber of Commerce, Pensacola State College, and others guided the initial planning processes, aiding in the identification of a framework for IPT competencies needed by regional partners. These same partners continue to provide input today, ensuring that the programs offered are preparing students to meet the demands of today's workforce. Coursework provides students with the critical thinking, communication, and project management skills to examine performance improvement opportunities holistically, taking a systems view and focusing on adding value by concentrating on results and working in partnership with clients and stakeholders.

This objective of this research was to determine factors influencing counselor educators' behavioral intentions to teach counseling students about mental health mobile applications (MHMAs), factors influencing values of MHMAs as therapeutic tools, and to what extent counselor education programs are contributing to future counselors' technological competence with regard to evaluating and integrating MHMAs. The conceptual basis was a theory triangulation approach using theories of technology use and acceptance and diffusion of innovations. Nine quantitative, two qualitative, and two mixed methods research questions served to guide the study. Participants were 132 faculty members from 99 university counseling programs. Participants completed an initial survey, an evaluation of an evidence-based mental health mobile application (app), and a postmeasure. Hierarchical multiple regression, analysis of covariance (ANCOVA), independent samples t-tests, and paired samples t-tests were used to analyze quantitative data. Results indicated that unified theory of acceptance and use of technology (UTAUT) variables along with anxiety/apprehension and ethical concerns are related to behavioral intentions to teach students about MHMAs. Semistructured video interviews were conducted and analyzed in the qualitative phase to add depth and explain quantitative findings. This study has implications for graduate counselor education programs and related accrediting agencies.