Information Science and Learning Technologies electronic theses and dissertations (MU)
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The items in this collection are the theses and dissertations written by students of the School of Information Science and Learning Technologies. Some items may be viewed only by members of the University of Missouri System and/or University of Missouri-Columbia. Click on one of the browse buttons above for a complete listing of the works.
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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) Miller, Alissa; Adkins, DeniceResearch 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 Media in the lives of teens : a grounded theory study of teen informal information behavior(University of Missouri--Columbia, 2025) Townsend, Kerry; Brendler, BethThis grounded theory study explores how teens gather information from digital media to answer the questions of everyday life. Through interviews, audio journals, and surveys with teens in a midwestern city, the research identifies the digital media tools teens use, how they find these sources, their motivations for use, and what they do with the information. The study develops a substantive theory of teen everyday life information seeking, emphasizing the active role of teens in their information consumption and the influence of social and cultural factors. The findings contribute to the understanding of teen information behavior, which can inform the design of effective library instruction and programming focused on digital learning and information seeking skills. The research highlights the importance of considering the teen perspective and the evolving nature of media use, moving beyond simple metrics of usage to explore the motivations and outcomes of teen media interaction.Item The impact of professional development on 5th grade teacher self-efficacy regarding computational thinking(University of Missouri--Columbia, 2025) German, Susan Elizabeth; Moore, JoiThis study examined the implementation of CT by fifth-grade teachers who participated in a year-long professional development program, eSTEM for Designing Games for Education (eDGE). The professional development was sponsored by the eMINTS National Center at the University of Missouri and funded by an Education Innovation and Research (EIR) grant from the U.S. Department of Education, eDGE aimed to integrate computer science, mathematics, and computational thinking through game design and simulations. The study analyzed data from two cohorts (2022-2023 and 2023-2024), consisting of 45 teachers across multiple states. Data collection included document analysis of archived course content, lesson plans, a computational thinking pattern analysis (CTPA) of games created using AgentCubes Online and semi-structured interviews. Braun and Clarke's six-step thematic analysis framework was applied to identify patterns and themes within the qualitative data, while quantitative measures such as descriptive statistics were used to assess changes in self-efficacy. Teachers successfully integrated computational thinking (CT) concepts into lesson planning but faced challenges incorporating technology as a core component. Some educators primarily viewed CT as a problem-solving skill rather than a technology-driven process, highlighting a disconnect between theoretical understanding and classroom practice. The study reinforced the distinction between coding and CT, suggesting that teaching coding alone does not automatically develop CT skills. Professional development must explicitly address CT's cognitive aspects alongside coding instruction. While some teachers integrated CT into mathematics and science lessons, limited evidence indicated improved student learning outcomes in these areas. Further research is needed to explore effective interdisciplinary CT curricula. Teachers identified time constraints, resource limitations, and difficulties adapting existing curricula as significant barriers to incorporating CT into daily instruction. Findings suggest that professional development programs should provide ongoing support, coaching, and follow-up to sustain teacher efficacy in computational thinking. Future research should focus on clarifying CT definitions for educators, refining pedagogical strategies, and developing assessment tools to measure student learning gains. Additionally, interdisciplinary CT integration requires further exploration to enhance its impact on subject-specific learning outcomes.Item Journey to the virtual realm : transforming student online orientations with 3D desktop virtual reality(University of Missouri--Columbia, 2023) Sadanala, Gayathri; Moore, JoiIn the era of online education, student orientations hold a pivotal role in guiding students through the virtual learning landscape. However, traditional approaches often fall short in delivering interactivity and immersion. This dissertation investigates the transformative power of 3D desktop virtual reality (VR) technology in revolutionizing online student orientations. The systematic literature review delves into 64 selected studies, shedding light on emerging trends, the integration of VR in educational contexts, student performance, engagement metrics, and valuable user feedback. By addressing the research gap surrounding VR's specific benefits for online student orientations, this study uncovers the untapped potential of desktop simulations. Furthermore, the examination of learner attribute behavioral engagement in a 3D desktop VR new student online orientation reveals intriguing insights. While the impact of engagement on learning outcomes proves to be relatively weak, participants report high levels of perceived engagement during the VR experience. However, challenges arise in perceiving avatars as real individuals, necessitating further consideration of engagement factors in VR-based educational interventions. Additionally, the qualitative exploration of students' experiences in a 3D desktop VR-based orientation highlights its superiority over conventional methods, particularly for distance learners. The thematic content analysis of semi-structured interviews unveils valuable recommendations, such as minimizing in-world movements and incorporating optional breaks during the orientation. This comprehensive dissertation offers a deep understanding of the benefits, challenges, and educational potential of 3D desktop VR in online student orientations. The findings provide educators, policymakers, and instructional designers with valuable insights for leveraging this technology to develop impactful and effective orientation programs in higher education. By embracing VR experiences, institutions can transform student onboarding, fostering engagement, and enhancing the overall educational journey in the digital realm.Item Non-STEM-trained employees' creativity in using STEM knowledge or skills(University of Missouri--Columbia, 2023) He, Hao; Strobel, JohannesWhile there are many studies on STEM-trained people's creativity with STEM/non-STEM knowledge and skills in the workplace, few have focused on non-STEM people's creativity using STEM knowledge and skills. According to US labor statistics, non-STEM jobs outnumber STEM jobs, and non-STEM employees in non-STEM occupations are facing increasing tasks requiring STEM knowledge and skills. Creatively completing these tasks with STEM knowledge and skills can lead to better promotions or higher incomes. Thus, understanding how non-STEM-trained employees in non-STEM occupations use STEM knowledge and skills creatively is significant. In this phenomenological study, I interviewed 15 non-STEM employees from different non-STEM occupations to learn how they value creativity and STEM knowledge and skills and how they perceive the relationship between creativity and STEM knowledge and skills. I also conducted task-based observations with six additional non-STEM employees to understand how they use STEM knowledge and skills. Our findings reveal that non-STEM employees consider math, statistics, computer programming, data analysis, data visualization, and troubleshooting as crucial STEM knowledge and skills. They value STEM knowledge and skills more than creativity. While they claim to value creativity, they use it less in work tasks. They use creativity at a lower level by adapting or borrowing from existing ideas rather than at a higher level by synthesizing existing ideas or generating brand-new ideas. These findings have important implications for learning or training design for professional development programs. By understanding how non-STEM-trained employees perceive creativity and STEM knowledge and skills and how they use their creativity to apply STEM knowledge and skills in work tasks, professional development programs can be designed to enhance STEM skills, foster creativity, and better integrate technology. Additionally, the study provides a new perspective on learning how creativity and STEM knowledge and skills shape non-STEM people's minds and help them succeed in their careers.