Browsing by Subject "classroom"

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    The impact of fluorescent and LED lighting on student attitudes and behavior in the classroom
    (Longdom Publishing, 2018-07-21) Morrow, Brenda L.; Engineering Technology, School of Engineering and Technology
    Abstract Introduction: This study examined empirical research on the effects of high correlated color temperature light-emitting diodes (LED) and fluorescent lighting on students in the classroom. LED is becoming the most recent lighting option for optimal energy efficiency over fluorescent technology. Background: A review of the literature indicates correlated color temperature (CCT) of lighting has nonvisual effects on students, with higher CCT positively impacting attitudes and behavior. The review also revealed current studies regarding dynamic or tunable lighting that adjusts CCT based on desired activity and mood. Data from an original survey analyzed teacher insights and perceptions regarding student attitudes and behaviors associated with existing classroom lighting and the impact of higher color temperature LED. Methods: Participants were pre-K through high school qualified teachers from three schools and/or personal contacts of the principal investigator. Seventy-five teachers responded to the online questionnaire. The survey data suggests teachers perceive higher color temperature lighting positively impacts student alertness, attitude, and energy level; and adjusting light levels throughout a school day positively impacts student engagement. Results and conclusion: Results supported the perception of higher correlated color temperature lighting positively impacting alertness, attitude, and energy level. Findings also supported the ability to change light levels throughout the school day to positively impact student engagement and mood. There were mixed results regarding higher correlated color temperature impacting attention and on-task/off- task behaviors. Results regarding the impact of sound and flickering from fluorescent lights were not significant.
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    Reading the Game: Exploring Narratives in Video Games as Literary Texts
    (2018-12) Turley, Andrew C.; Musgrave, Megan; Buchenot, Andre; Marvin, Thomas
    Video games are increasingly recognized as powerful tools for learning in classrooms. However, they are widely neglected in the field of English, particularly as objects worthy of literary study. This project argues the place of video games as objects of literary study and criticism, combining the theories of Espen Aarseth, Ian Bogost, Henry Jenkins, and James Paul Gee. The author of this study presents an approach to literary criticism of video games that he names “player-generated narratives.” Through player-generated narratives, players as readers of video games create loci for interpretative strategies that lead to both decoding and critical inspection of game narratives. This project includes a case-study of the video game Undertale taught in multiple college literature classrooms over the course of a year. Results of the study show that a video game introduced as a work of literature to a classroom increases participation, actives disengaged students, and connects literary concepts across media through multimodal learning. The project concludes with a chapter discussing applications of video games as texts in literature classrooms, including addressing the practical concerns of migrating video games into an educational setting.