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The MOspace Institutional Repository is an online repository for creative and scholarly works and other resources created by faculty, students, and staff at the University of Missouri--Columbia and the University of Missouri--Kansas City. MOspace makes these resources freely available on the web and assures their preservation for the future.
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Item CVM News 2025 July-December(University of Missouri--Columbia. College of Veterinary Medicine, 2025)Six-month compilation of news and events articles published by the University of Missouri College of Veterinary Medicine.Item Design, implementation and evaluation of a generative and adaptive computer based learning system (CBLS)(University of Missouri--Columbia, 1977)"Introduction: Computer-Assisted-Instruction (CAI) is the most recent teaching-learning technology. The student is taught by a computer through a terminal. The earliest computerassisted- instruction program was developed at the IBM Research Center in the late 1950’s. This program was part of a project concerned with basic psychological research in memory and learning. This project was essentially viewed as a method of simulating teaching machines on digital computers, so that their important features could be studied more closely. Therefore, tutorial computer use is directly descended from teaching machines of the type pioneered by B. F. Skinner. Since the early 1960’s CAI methods have been used by several universities and industries. Applications for CAI have been found in preschool through graduate school, and in adult vocational training. One of the main advantages of using CAI is to provide mass individualized instruction. There is a need for individualized instruction since learners learn at different rates and most subject matters are hierarchal in nature. Individualized differences in learners is a well known fact. Research shows that learners learn at different rates. The hierarchal nature of most subject matters is also a well known fact. Gagne (38) states that the most dependable condition to insure learning is the prior learning of prerequisite capabilities. Koen(56) maintains that we need 100% learning at each step. Carroll (24) alleges that if a normally-distributed-aptitude set of students is provided with instruction appropriate to the characteristics and needs of each student, then the majority of students may be expected to achieve mastery of the subject. His view is that, given enough time, all students can conceivably attain mastery of a given learning task. The problem remains to provide the right kind of instruction so that efficiency of learning is improved and that mastery can be attained. Bloom(18) believes that if every student had a very good tutor, most of them would be able to attain mastery of a given subject. Essentially this means that the student must be treated as an individual case, and not one of a random, normally distributed, set of learners. Individualized instruction is currently being offered as a solution. It has several distinguishing characteristics : the learner proceeds at a selfdetermined pace; he works at times convenient to him; he begins instruction at a point appropriate to his past achievement; he is provided remedial instruction where necessary; instruction is tailored to fit his special requirements and capabilities; and he has a wide variety of media to choose from. The underlying problem to individualized instruction is financial : individualization can be done only to the extent that funds are available. Computer-based education has recently appeared on the scene as an economically viable implementation of individualized instruction. Another very important application of CAI is simulation. Many experiments which are expensive to conduct or dangerous can be best studied by simulation. Simulation programs give the students an artificial experience of a dynamic, real-world problem. The student is usually asked to take actions which affect the modeled situation. CAI has several other advantages besides providing individualized instruction. It keeps the students active. There is no way the students can sit back and day dream like in a classroom. It gives immediate feedback. It compliments the students when they solve problems correctly. It provides remedial material. CAI has the ability to provide the student with the computational power of the computer during a lesson. It allows the student to work through a lesson at his own pace. CAI has the ability to insure that the student "learns” the current material in a lesson prior to moving on to subsequent material. It has the ability to accomodate students with various levels of competence. It presents instructional material in a more consistent manner. CAI judges student responses in a more accurate manner. CAI has the ability to provide the student with a variety of audio and visual material. It has the ability to collect data throughout a lesson regarding the nature and the timing of student responses. It can test the students and assign grades to them. Every CAI system is composed of three main components: Hardware, Software, and Instructional Logic and Course Material. Hardware is made of the computer and the terminals. The software is the program that makes it possible to write the course material. The instructional logic is the instructional strategies of the course material. Course material is the actual lessons. A short review of each area will be given below."--Page 1.Item Human-centered design, disability, and accessible research experiences : a multiple method study, co-design framework, and model for inclusive instrument design(University of Missouri--Columbia, 2025)[EMBARGOED UNTIL 05/01/2027] Research studies and information design lifecycles often include surveys, interviews, and user testing as part of the process-oriented approach to sharing research outcomes with the world. However, there is a lack of research regarding inclusive instrument design, which would help remove barriers experienced by people with and without a disability when taking surveys or participating in interviews or usability testing required for a research study. Using human-centered design, human-computer interaction, and disability studies perspectives, web-based instruments can become more inclusive and accessible. This sequentially phased 4-article dissertation presents lessons learned of inclusive instrument design as a solution-based framework that enables access to knowledge and helps create a positive research study experience for the broadest representation of humans possible. Everyone is impacted by a disability, impairment, or limitation at some point in their life, whether visible, invisible, permanent, temporary, or situational. Therefore, starting the design of instruments used in research studies with a human-centered and inclusive design mindset can increase the chances of creating more usable surveys and interview protocols. The research approach includes people with disabilities and disability advocates as part of the research process and uses multiple methods of co-design sessions, surveys, interviews, observation, document analysis, and automated and manual accessibility evaluation (including user and expert testing). This approach is a form of universal, participatory, and co-design, with researchers and stakeholders working together on various aspects of the research and design process. In addition to uncovering challenges and design flaws of web design, existing survey tools, or instrument question formats in an exploratory manner (Study 1), critical review of the literature (Study 2), and domain analysis and survey accessibility conformance evaluation (Study 3), this research will also identify user challenges with instruments and instrument preferences from surveys and interviews used in a co-design multiple methods study (Study 4). The themes, findings, and criticality counts across the four studies helped to inform my interpretation of the dissertation research, yielding eight conceptualizations which are used to address the research questions. This knowledge informed my model for inclusive instrument design practices, adding procedures, precedent, and new knowledge to the literature on disability and HCI research. This enriched understanding will assist researchers and designers in utilizing an inclusive instrument for conducting research studies that use online surveys and conduct interviews or test web-based products. Additionally, improving such web-based experiences for people with a disability, impairment, or chronic condition may lead to better experiences for everyone. Resulting recommendations include (1) an alternative to traditional medical-based demographic questions used in data collection for the ability status, (2) co-design as a research method, and (3) a model for inclusive instrument design. The inclusive instrument design recommendations can be adapted to future instrument designs, including procedures for multiple method survey accessibility evaluation and instrument design tenets by criticality. Ultimately, this qualitative study uses multiple methods to learn, create, test, and evaluate an inclusive instrument design model that enables a more inclusive research study experience for everyone.Item Inspiring action : how do video messages affect audiences' intentions to take actions on climate change?(University of Missouri--Columbia, 2025)[EMBARGOED UNTIL 05/01/2026] In the past decade, climate and environmental news coverage faced many challenges, including the politicization of news content, information avoidance, and declining trust. As climate change continues to represent a critical challenge for countries worldwide, video news remains an important platform to sound the alarm of various future threats, especially for young people. Decades of scholarly research have demonstrated the role that message frames and psychological distances play in selecting and emphasizing particular aspects of scientific issues. Current media coverage of climate change has infused more emotional appeal into its delivery of climate or environment information by employing message frames, meriting additional study. While considerable past scholarship on climate and environmental message framing has focused on text-based messages, with comparatively less examination on non-text-based formats, such as videos. Accordingly, exploring how climate message framing and psychological distances in video news can facilitate public intentions to act has become essential for both science journalists and science communication scholars, and could benefit climate change communicators and movements. To explore the psychological effect of environmental message frames on audiences, we employ a survey of U.S. young adults (N=574) with an embedded 2x2 experiment. The experiment investigates the effect of two message frames (apocalyptic and solution frame) and two construal levels (low and high) using short message videos on the environmental effects of overconsumption. Using ANOVA analyses, I examined how the two message frames and construal levels to understand how they affect participants' views of climate change, Specifically, their attitude to video news, online engagement, attitude to reduce overconsumption, risk perception to overconsumption, self-efficacy advocating with peers, and political behaviors. I discussed insights into the ongoing debate about how short science-focused videos on social media or news can be an effective approach to communicate the urgency of climate change and engage the public in meaningful collective actions.
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