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Final Dissertation Heather Wire.pdf (2.3 MB)

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Abstract Header

Using the Integrated Behavior Model to Explore Faculty Perceptions of a Digital Escape Room Used to Influence Behavioral Intentions Toward Developing Accessible Online Course Content

Wire, Heather
http://rave.ohiolink.edu/etdc/view?acc_num=frank1682419696699029

Abstract Details

2023, Doctorate of Professional Studies in Instructional Design Leadership, Franklin University, International Institute for Innovative Instruction.
This research examined how a Digital Escape Room (DER) about accessibility contributed to the potential change of faculty behavioral intentions toward developing accessible online course content. This paper describes the design of the DER and a pilot study of its initial implementation that consisted of two phases, (1 a usability test with 3 participants to identify challenges and allow for adjustments to the DER before entering the next phase of the pilot study and (2 a qualitative study to collect participants perceptions on their DER experience. The design of the DER incorporated constructs of both the Integrated Behavior Model and the Integrated Design Framework. Also, each clue aligned with a WCAG guideline and principle. The clues are intentionally inaccessible to create scenarios where the participants must try to learn from the inaccessible content. During phase one, the researcher conducted online observations of each conveniently selected participant during the usability test via Zoom, followed by an online debriefing interview. The usability testing data was analyzed to determine what design issues to fix ahead of phase two. In phase two, a purposive snowball technique was used to find participants for the study. Semi-structured elicitation interviews were conducted with 13 participants who could project their varying years of teaching experience, online learning, and content creation into their reflections on the phenomenon. The data collected from the elicitation interviews were transcribed and analyzed to uncover major themes. The data revealed that the participants found the game fun, engaging, and challenging. Some participants stated that their frustration made them feel as though they could empathize with learners with disabilities in an online classroom. Twenty-three percent of the participants were able to escape despite the accessibility challenges. More than half of the participants reported that their desire to develop accessible content increased after the DER experience.
Natalya Koehler, PhD (Committee Chair)
Joel Gardner, PhD (Committee Member)
Bora Pajo, PhD (Committee Member)
161 p.
Adult Education; Curriculum Development; Design; Education; Educational Technology; Educational Theory; Higher Education; Instructional Design
digital escape room; accessibility; game-based learning; integrated design framework for playful learning; integrated behavior model

Recommended Citations

Citations

  • Wire, H. (2023). Using the Integrated Behavior Model to Explore Faculty Perceptions of a Digital Escape Room Used to Influence Behavioral Intentions Toward Developing Accessible Online Course Content [Doctoral dissertation, Franklin University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=frank1682419696699029

    APA Style (7th edition)

  • Wire, Heather. Using the Integrated Behavior Model to Explore Faculty Perceptions of a Digital Escape Room Used to Influence Behavioral Intentions Toward Developing Accessible Online Course Content. 2023. Franklin University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=frank1682419696699029.

    MLA Style (8th edition)

  • Wire, Heather. "Using the Integrated Behavior Model to Explore Faculty Perceptions of a Digital Escape Room Used to Influence Behavioral Intentions Toward Developing Accessible Online Course Content." Doctoral dissertation, Franklin University, 2023. http://rave.ohiolink.edu/etdc/view?acc_num=frank1682419696699029

    Chicago Manual of Style (17th edition)

frank1682419696699029
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© 2023, all rights reserved.
This open access ETD is published by Franklin University and OhioLINK.