Atsusi Hirumi | University of Central Florida (original) (raw)

Papers by Atsusi Hirumi

Springer eBooks, Dec 31, 2022

The Quarterly Review of Distance Education, 2000

Association for Educational Communications and Technology Annual Meeting, Oct 1, 2005

This study identifies and posits guidelines for assessing the skills and knowledge of online dist... more This study identifies and posits guidelines for assessing the skills and knowledge of online distance educators. Findings derived from Cooper's (1998) synthesis research method reveal sixteen skills that may be grouped into six areas that are thought to be essential for educators to teach successfully online. The study also shows that factors, like discipline, delivery mode, learning outcome, and instructional strategy, may affect the application of those skills, Moreover, the findings suggest that educators can greatly benefit from training, support, and faculty development to make the transition from teaching in a face-to-face setting to an online setting, even though most skills are thought to be similar and applicable across settings. The findings also indicate that further studies are needed to establish the validity and reliability of self-assessment instruments and to connect theory and practice.

Psychology of Music

This meta-analysis integrates outcomes of experimental and quasi-experimental studies to analyze ... more This meta-analysis integrates outcomes of experimental and quasi-experimental studies to analyze the effects of background music (BM) on learning. Research articles, dissertations, and conference proceedings published in or before 2021 were examined. Seventy-one effect sizes from 47 studies were integrated using a random-effects model and subgroup analyses. Five key results were found: (a) a small and positive mean effect size ( d = 0.314) in favor of the BM condition, (b) a positive and medium effect size for studies that implemented BM before the learning assessment, (c) a positive and small effect size for factual knowledge retention, (d) a positive and small effect size for classical music compared with other music genres, and (e) individuals’ age can potentially moderate the impact of BM on learning. The results suggest a revised explanation of how the BM may affect learning, refuting existing cognitive load and multimedia learning theories that discourage the use of BM during ...

Journal of Computing in Teacher Education, Mar 10, 2014

Curator: The Museum Journal, Sep 1, 1989

Using an interactive exhibit does not provide the same experience for everyone. How visitors unde... more Using an interactive exhibit does not provide the same experience for everyone. How visitors understand an exhibit, what associations it evokes, and even how it is physically utilized may differ widely. This article describes an exhibit that was designed to let visitors tailor their explorations to their own interests and motivation. The exhibit, called Desert Explorations, gives visitors choices of what to see and how to learn about what they see. This exhibit also is an example of a way of developing interactive videodisc exhibits that is relatively inexpensive yet may be tailored to a particular topic or hall. This technique adapts a commercially available videodisc by using a computer to add text, sounds, graphics, and the interface for exploring the images and information. THE CHAPMAN GRANT HALL OF DESERT ECOLOGY The hall opened at the San Diego Natural History Museum during the spring of 1988. Its central theme is the relationships among organisms in the southwestern deserts and their adaptations to the environment. The implicit lesson is that deserts are not barren, desolate wastelands but, rather, places of immense variety, beauty, and value. The hall features a walk-through desert environment with a sand floor and wind-cut rock archways. A 120-foot diorama recreates the desert communities of the Anza-Borrego Desert State Park at

The Journal of Technology and Teacher Education, Dec 22, 2002

BRILL eBooks, Aug 29, 2021

Interactive Learning Environments, Dec 1, 2000

The present study examines the effectiveness of using a Web interface for delivering multicultura... more The present study examines the effectiveness of using a Web interface for delivering multicultural education at a distance. More specifically, this study examines the pedagogical effectiveness of one unit of Web-based instruction on Examining Prejudice. Two research questions guided the investigators: (1) Are there significant gains between the pretest and the posttest for all subjects participating in the study? and (2) Are there significant differences between the mean scores of subjects approaching the information individually and of those working collaboratively?

Educational Technology Research and Development, Jun 9, 2020

This review builds on prior reviews by synthesizing thirty studies that examined the effects of b... more This review builds on prior reviews by synthesizing thirty studies that examined the effects of background music (BM) on learning from 2008 to 2018. Each study was coded based on key methodological features, BM's characteristics, and reported BM effects on learning (i.e., negative, neutral or positive). Frequencies and percentages were used to describe BM effects on learning across studies, methods used, and BM's characteristics manipulated in the selected studies. Results showed (a) inconclusive findings as noted in prior reviews, (b) the need for more rigorous research methods, (c) that not all BM interventions are the same, and (d) a dearth of studies exploring BM impacts in multimedia learning environments. Implications are discussed for primary researchers, synthesis researchers, faculty and instructional designers.

IGI Global eBooks, 2008

Compared to conventional classroom settings, e-learning relies heavily on a student's reading abi... more Compared to conventional classroom settings, e-learning relies heavily on a student's reading ability. However, many students, particularly those at-risk or those who may have already dropped out of conventional schools, tend to have low reading ability that affects their ability to learn online. The problem is that relatively little has been done to address reading problems confronted by online distance learners and educators. E-learning often begins with an assumption that students can read. This study (a) identifies empirical-supported reading assessments employed by conventional schools, and (b) proposes reading assessment strategies for use by online educators. A review of reading assessment literature reveals that in conventional schools settings, classroom teachers are the primary people who detect students' potential reading problems; reading specialists are often called upon to further diagnose and treat reading problems; authentic assessments and reading software are being used as an integral part of classroom instruction to help students enhance their reading skill. The proposed assessment strategies include extant data analysis, learner-self and informant assessments, and reading-specific and performance-based assessments.

Computers in the schools, Nov 21, 2003

ABSTRACT A frequent concern raised by distance educators is that e-learning takes more time to fa... more ABSTRACT A frequent concern raised by distance educators is that e-learning takes more time to facilitate than traditional classroom instruction. The simple fact that it takes more time to read and write than to speak and listen warrants consideration. To establish viable e-learning programs, we need to optimize the amount of time educators spend online. This article posits five tactics for optimizing time spent facilitating the e-learning process and one tactic for optimizing time spent developing e-learning materials. Together, the tactics applied within the context of an overall systematic instructional design process yield replicable results. The investment in systematic design is thought worthwhile because the materials are reusable and allow instructors to focus their attention on facilitating, rather than directing and clarifying, the e-learning process.

Springer eBooks, Dec 21, 2020

International journal on e-learning, Mar 1, 2012

ABSTRACT Storytelling may be a powerful instructional approach for engaging learners and facilita... more ABSTRACT Storytelling may be a powerful instructional approach for engaging learners and facilitating e-learning. However, relatively little is known about how to apply story within the context of systematic instructional design processes and claims for the effectiveness of storytelling in training and education have been primarily anecdotal and descriptive in nature, with little to no empirical data to support related claims. In this article, we describe the design, development and testing of two online courses that applied an innovative, storytelling approach to instructional design, including Level I and Level II training evaluation data gathered from over 100 educators who completed the two courses over a nine month period. Descriptions of the systematic process illustrate how a needs assessment, task analysis, and a unique StoryLearnTM method were applied to design and develop the two courses. Level I and II training evaluation data are analyzed and reported for the field-test. Results indicate that (a) learners' perceived levels of attention, relevance, confidence, satisfaction (ARCS), and overall motivation were higher for the two online courses than for two prior online courses that applied more conventional online course designs, (b) learners' perceived levels of ARCS, and overall motivation remained high throughout the two online courses that applied the storytelling approach, (c) factors, such as age, gender, technology proficiency, and educational level, had no effect on learners' reported levels of ARCS, and overall motivation, (d) learners' performance in both courses was consistent with expected performance rates in graduate courses, and (e) learner reported levels of ARCS, and overall motivation were unable to predict scores on course tests, assignments and activities. The findings suggest that storytelling may be a powerful approach for engaging learners and facilitating e-learning worth further investigation.