Many young adults in the United States learn about credit through avenues outside of academia such as from family and friends, word of mouth, and web research. The U.S. credit system serves as a cornerstone to begin understanding more complex financial topics, yet many young adults enter the financial system with little to no understanding of credit leading to uninformed decisions with potential financial repercussions. As a solution, a gamified module on credit was developed for young adults. The module, developed using Genially and Google Sites, employed real-life branching scenarios and was designed using Dick and Carey’s Systems Approach Model to instructional design and Keller’s ARCS Model of Motivation. The module presented relevant situations that would capture and sustain the target audience’s interest and motivation to learn about what could be deemed a challenging and complicated topic.

To evaluate the module, a usability study was conducted through synchronous semi-structured interviews (n=3) and an asynchronous learning effectiveness study (n=15). The usability study revealed a need for improvement in parts of the module’s navigation. The module received positive comments from participants regarding the instructional content and overall learning experience, and showed an overall increase in the learning through an average increase of 16% between pre- and post-test assessments. Future work will explore expanding the story within the module to include additional scenarios and hosting a broader range of question types in the assessment.

Online learning relies heavily on 2d media such as images. However, in classes that require knowledge and study of 3d images, such as biology, anatomy, art, and architecture, teachers may need multiple images to fully explain artifacts and specimens (Loftin, n.d.). Three-dimensional models have been shown to enhance learning (McNaughtan et al., 2021) and offer new opportunities to explore specimens that would be otherwise inaccessible (Chenoweth et al., 2022). While teachers may be interested in integrating 3D technology to enhance their instruction, there is a lack of simple, clear, and concise training that efficiently helps instructors do so. Thus, the aim of this project was to design a clear, concise, and effective instructional module that teaches instructors how to find, download, and use 3d models in their classrooms to enhance the learner experience.

The project is designed to help teachers navigate the SketchFab platform in order to find openly licensed 3d models to incorporate into their instruction. The project also uses interactive web-based media to engage learners and demonstrate effective teaching strategies.

Project design and development were informed by the ADDIE model and principles of Design Thinking, as well as Gagne’s Nine Events. The presenters developed a course in the Canvas LMS that utilizes H5P technology to create interactive course materials and embed 3d objects in the course modules.

Students are more willing to invest their time and effort in the teaching-learning dynamic when they have choice and voice in the path by which they master the instructor-established objectives and choice in how they demonstrate their understanding. This presentation explores innovative assignments and activities that promote student agency while simultaneously fostering critical thinking, analysis, engagement, and deep learning that can be integrated into the online classroom.

Ever since the pandemic started, our life has changed. One of the changes made was that the mode of instruction has shifted to online instruction.

As a consequence of the change to online instruction, students take examinations online. I have been teaching Japanese online since 1999. Before the pandemic, my students went to the testing center at the university to take exams. However, when the pandemic started, the testing center has been closed and students started to take their exams at home.

ProctorU was what the university proposed to solve the problem of online proctoring. ProctorU monitors live images from the webcam and the computer desktop to ensure integrity while students take exams. This is a convenient tool to proctor students.

However, there are some drawbacks. The exams need to be scheduled in advance. The major drawback for the students is the fees. ProctorU isn’t a free service. Their fee is at least $15 per hour. There’s also a cancellation fee, late registration fee, etc. This can be costly. Most universities are not willing to pay for this fee, students need to pay for the fees. My Japanese course has 6 exams per semester. Taking the exams can cost about more than $100 per semester. Most students are not willing to pay $100 in addition to their tuition and the cost of their textbooks.

This presentation will talk about various alternatives to ProctorU. The presenter took close look at free alternatives, such as Loom, Soapbox, Sendspark, etc. The pros and Cons of those alternatives will be discussed with the student feedback.

Student success in learning online is vitally dependent on their readiness. Online adjunct faculty expressed concerns regarding lack of student online learning readiness in a sequential mixed methods study consisting of interviews and an online rating survey (Dereshiwsky, Babb, & Minarcine, 2022). This follow-up study was conducted with online faculty and administrators at a Pacific Northwestern University to identify more specific concerns about student readiness for online learning. Subjects rated 20 items in the areas of student technology navigation skills, student communication, and student engagement in their online course. Respondents also answered two open-ended survey questions regarding biggest perceived challenges related to student readiness, as well as what can be done to better prepare students for online learning. Benefits of this study include heightened faculty awareness of student readiness concerns so that they can be more quickly remediated to ensure a maximally successful learning experience for students.

Quest-based learning (QBL) is a choice-driven instructional approach that integrates quests and missions in a gamified learning environment (Snelson, 2022). In this session, we explore the storyline element of QBL through the real-world example of an online graduate-level university course that was designed to both teach and model the approach. Gamification was integrated through XP (experience point) grading, badges, missions, and quests. A course storyline, based on the classic hero’s journey story structure, was written to provide context and continuity across the missions and quest activities. The storyline serves to connect quest elements in a fun and playful manner. Participants in this session will gain insights from an online educator's experience designing a storyline for a quest-based learning course and practical strategies for mapping course objectives to the hero’s journey structure.

Health literacy is defined as the “degree to which individuals have the ability to find, understand, and use information and services to inform health-related decisions and actions for themselves and others” (Centers for Disease Control and Prevention, 2022, para 1). Digital health literacy is increasingly important due to the use of websites, apps, social media sites, and online videos for patient education (Walker, 2020). Including health literacy content may increase healthcare students’ awareness, knowledge, and skills about health literacy so that they can provide appropriate care to patients with low health literacy (McCleary-Jones, 2016). The purpose of this project was to assess graduate nursing students’ perceptions of the role of digital resources in patient education.

Demographic information and survey data was obtained from graduate nursing students to assess digital health literacy and their perceptions of the role of digital resources in patient education prior to and after they analyzed healthcare websites for digital health literacy. The survey used was the eHEALS: The eHealth Literacy Scale from the Norman and Skinner (2006).
Students had an increased knowledge of digital health resources after analyzing healthcare websites for digital health literacy. Many students reported that the internet sites’ readability level was higher than expected.

Though this experience, graduate nursing students felt they achieved increased awareness of the issues of readability and appropriateness of information on national healthcare websites. In addition, students felt better prepared to educate patients regarding digital health literacy.

Research in learning and neuroscience indicate that microlearning can be an effective tool to provide relevant and brief instruction in quick and easy to access modes. A common misconception that still exists today is to take large amounts of information, compress it to assemble into short learning segments. Instead of compressing content, microlearning is taking large amounts of information, removing extraneous content, identifying key objectives, and reducing it into smaller chunks of content with typically one objective per microlearning activity or unit. This microlearning instructional activity or unit is delivered using a combination of text, images, videos, audio, games, quizzes, etc. to increase engagement and retention. In this workshop, audience will be introduced to apps including social media that provide fast integration into current training practices, will watch various examples, identify five key practices, and engage in improving one microlearning activity or unit applying the 5 key practices introduced and practiced in the workshop.

Join us as we demonstrate AI Art software tools, like Stable Diffusion and Midjourney, and review the capabilities of OpenAI projects like DALL-E and ChatGPT. Attendees can test a tool and share their examples as we discuss the strengths and challenges for education and for AR/VR development. All are welcome, both lurkers and active participators!