Grey Literature

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Browsing Grey Literature by Advisor "Denise Gonzales Crisp"

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    Beyond the Desktop
    (05-2022) Cook, Ashley; Denise Gonzales Crisp; Tasheka Arceneaux-Sutton; Jarrett Fuller,
    As tech companies continue to invest in Augmented Reality Smart Glasses (ARSG), 2D screen interface design practices will not remain sustainable for 3D field-of-view interfaces. Previous introductions of new interaction systems, such as the desktop computer, implemented concrete metaphors to represent functionality. This project explores how utilizing the user's prior knowledge of sensorimotor and cultural experiences can allow for more flexible metaphors. Specifically, the studies investigate possible gestural and oral interaction metaphors, as well as functionality metaphors, for user tasks in order to inform principles for a future ARSG system.
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    Multisensory Noticing as a Pedestrian Navigation Model
    (05-2022) McGalliard, Emily; Scott Townsend; Denise Gonzales Crisp; Deborah Littlejohn,
    Walking as a means of transportation is credited with improving health, climate, and personal awareness of space. Cognitive capacity to navigate independently without GPS support has decreased over time, which has increased technological reliance and decreased spatial awareness. For new urban residents, walking can be one of the best ways to acquaint themselves with their new city. By slowing down and taking time to notice, users can develop deeper, more conscious cognitive maps of space. This investigation explores how new urban residents can implement multisensory noticing while walking in order to decrease technological dependence and bring awareness to space around them.
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    THINKING STATISTICALLY
    (05-2022) Burnham, Lauren; Matthew Peterson; Deborah Littlejohn; Denise Gonzales Crisp
    Statistical literacy, or the ability to understand and interpret data, has become increasingly important to navigating our data-driven society. While many efforts have focused on improving formal learning experiences in statistics, research points towards informal learning outside of the classroom as a crucial component of the general public’s understanding of science and mathematics. This situation presents a rich opportunity to enhance statistical learning for young students through the design of compelling informal learning experiences. Drawing from the framework for statistics and data science education from the National Council of Teachers of Mathematics, this investigation explores the ways in which a mixed reality museum experience can engage middle school-age learners with the stages of the statistical problem-solving process. The resulting studies consider how the affordances of this environment, such as movement, immersion, and learner-driven experimentation, could encourage statistical question-asking and offer supplements to traditional learning approaches. Experiences which lay a foundation of curiosity towards statistical problem solving hold the potential for enriching the learning process for students beginning to engage with the subject.