Browsing by Author "Howard, Jordan R."
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Item Apocalypse How? Exploring the Use of Graphic Novelization in Neuroscience Pedagogy(Florida Southern College, 2019-04) Howard, Jordan R.The use of graphic novelization is a great tool to aid classroom learning (e.g., Niebert, Marsch, & Treagust, 2012). There has been evidence to suggest that more biologically-oriented content may be difficult to grasp due to its complicated vocabulary, so the use of graphic novelization has been implemented as a pedagogical tool to assist students who have weaker backgrounds in the natural sciences (e.g., Aleixo, & Sumner, 2017; Hosler & Boomer, 2011). While previous work has shown that graphic novelization enhances such content, it is uncertain as to whether metaphors must be visually-based, as opposed to being word-based. In addition to exploring the effectiveness of metaphor types, this study looked at whether feedback from a short-term test influenced long-term retention, as well as the number of prior exposures to materials participants experienced. The current study incorporated the use of metaphors (in the form of a zombie apocalypse) to convey the progression of neurodegenerative diseases. Results demonstrated that there was a significant memory benefit of graphic novel materials over the control condition, especially when questions assessed materials seen twice. These results imply that graphic novelization seems to be a promising method of disseminating information about neurodegenerative disorders.Item Game on! the influence of video games on understanding of cancer-based therapies(North American Journal of Pyschology, 2020) Bacharz, Kelsey C.; Howard, Jordan R.; Smith, Patrick LThe awareness of how cancer treatments work to stop the spread of cancers is poorly understood and could potentially be explained through methods of active learning. Re-Mission 1, developed by HopeLab Industries, is a computer game that can be used by pediatric cancer patients to educate and prepare them for what they will experience in terms of cancer progression and treatment (Tate, Haritatos, & Cole, 2009). Pediatric patients who played this game were found to have improved motivation and self-understanding of their illness (Kato, Cole, Bradlyn, & Pollack, 2008). Seeing the success of Re-Mission 1, Re- Mission 2, a series of six different games that includes Re-Mission 2: Nanobot’s Revenge, was developed. The purpose of the present study was to see if Re-Mission 2: Nanobot’s Revenge would lead to an understanding of cancer physiology in the same way as Re-Mission 1, as well as to compare the relative effectiveness of text- and game-based materials in terms of their educational value (at short- and long-term intervals). The results indicated that playing Re-Mission 2: Nanobot’s Revenge yielded significant educational benefits similar to Re-Mission 1. Furthermore, while both the text- and game-based methods were effective educational tools for teaching participants about cancer physiology and treatment, the text-based method led to significantly higher memory recall than the game-based method. The use of video games further aided in memory persistence, which is important for the long-term nature of cancer diagnoses and accompanying treatments. (PsycInfo Database Record (c) 2020 APA, all rights reserved)Item Graphic Novelisation Effects on Recognition Abilities in Students with Dyslexia(Taylor & Francis, 2021-03) Smith, Patrick L.; Goodmon, Leilani B.; Howard, Jordan R.; Hancock, Rebekah; Hartzell, Kylie A.; Hilbert, Sarah E.Because of a focus on science, technology, engineering, and mathematics (STEM), elementary school systems are implementing material that is more complex in nature. However, children with learning disabilities like dyslexia may struggle with learning such content. Because studies have shown that children with dyslexia may benefit from more visually oriented materials, the purpose of this study was to determine if elements of graphic novelisation (i.e. graphic novel panels) improved short and long-term memory of brain structures and functions in children with dyslexia. Thirty-eight fifth-grade students (22 children diagnosed with dyslexia and 16 without reading difficulties) participated in the study. All children, including age-equivalent controls, exhibited higher recognition rates of brain structures and functions for graphic novel study materials (i.e. metaphorical definitions and illustrations). In children with dyslexia, the memory benefit for brain structures and functions resulting from exposure to the graphic novel panels was evident after the short interval. However, for children without dyslexia, this memory benefit was only marginally evident after the long interval. The results imply that image-based metaphors combined with text-based, scientific content may serve as an effective pedagogical supplement for children with or without reading disabilities.Item Jumping to negative impressions again: The role of pessimism, information valence, and need for cognitive closure in impression formation(North American Journal of Psychology, 2017-12) Goodmon, Leilani B.; Howard, Jordan R.; Hintz, Bethany D.; Alden, Brittany L.; Vadala, Meghan E.The study was designed to determine the relationship between likability of a target, information valence, attributional style (optimism/pessimism), and the need for cognitive closure, which is an individual’s desire for a definite answer to a question, the avoidance of ambiguity, and the demonstration of closed mindedness (Chirumbolo, Areni, & Sensales, 2004; Webster & Kruglanski, 1994). Ninety-eight participants read a script that depicted a first-time conversation between a student and an advisor where the student disclosed either a positive or negative academic incident (as a manipulation of information valence). Pessimists gave similar likability ratings to the positive incident target, as optimists gave to the negative incident target, thus replicating the finding that it is more difficult to make a good first impression on a pessimist, even if one reveals responsibility for something positive (Goodmon, Kelly, Mauldin, & Young, 2015). Optimistic participants gave higher ratings to positive incident targets than to negative targets, regardless of the level of need for cognitive closure. However, only high need, pessimistic participants gave higher ratings to positive incident targets. The results imply that one may have a more difficult time making a good first impression on a pessimist who has a high need for cognitive closure. (PsycINFO Database Record (c) 2018 APA, all rights reserved)