rdf-syntax-grammar
mods:
  schema location: http://www.loc.gov/mods/v3 http://www.loc.gov/standards/mods/v3/mods-3-2.xsd
  title info:
    non sort: The
    title: Relationships of Media, Task, Spatial Presence, and Critical Thinking, in an Online Tutorial Designed to Teach Art Criticism
  name:
    name part: Wood, Nancy Osterberg
    role:
      role term: creator
    role:
      role term: author.
  name:
    name part: Willson, Victor
    role:
      role term: thesis advisor.
  name:
    name part: Texas A & M University
    role:
      role term: degree granting institution.
  type of resource: text
  genre: bibliography
  origin info:
    place:
      place term: txu
    date issued: 2014
    issuance: monographic
  language:
    language term: eng
  physical description:
    form: remote
    extent: 1 online resource.
  abstract: This experimental study analyzed the relationships between media type, task type, the learners' experience of spatial presence in media and learning outcomes. Spatial presence is believed to represent the users' focus of attention on and involvement with a media presentation. Some researchers believe that manipulating factors that increase spatial presence will increase learning and performance. Increased interest in media learning presentations raises questions about what types of media can best support learning, and whether design recommendations can be generalized across domains. Undergraduate and graduate college students were assigned to four experimental treatments to test the hypothesis that spatial presence mediates the effects of task type and media type on a learning task that requires critical thinking: writing an art critique. Media types were static and interactive/immersive; task types were guided and unguided. The Witmer and Singer Presence Questionnaire and the Holistic Critical Thinking Scoring Rubric were used to measure spatial presence and critical thinking, respectively. Results showed that Task type and Media type did not significantly influence Spatial Presence or Critical Thinking. Scores on Spatial Presence were significantly related to the Critical Thinking scores. The guided task immersive media treatment group had fewer high scores on Critical Thinking which suggests that the task structure and/or media type may have distracted from the main learning task. The results support contemporary theories of spatial presence as a phenomenon of mental processing that monitors intention and goal completion but is not dependent on specific media characteristics. The results also suggest congruence between contemporary ideas about spatial presence and the cognitive load theory of learning. The electronic version of this dissertation is accessible from http://hdl.handle.net/1969.1/151791
  note: by Nancy Osterberg Wood.
  note: "Major Subject: Educational Psychology"
  note: Includes vita.
  note: Doctor of Philosophy Texas A & M University 2013 http://hdl.handle.net/1969.1/151791
  note: Includes bibliographical references.
  note: Text (Dissertation)
  subject:
    topic: Major Educational Psychology
  subject:
    topic: Educational Media
  subject:
    topic: Media Presence
  subject:
    topic: Critical Thinking
  identifier: http://hdl.handle.net/1969.1/151791
  record info:
    record content source: TXA
    record creation date: 140627
    record change date: 20151206101914.0
    record identifier: in00003474105
    language of cataloging:
      language term: eng