ScholarWorks@UMassAmherst

Recent Submissions

  • Publication
    AI in Education: The Impact of Reusable Learning Objects
    (2024) Ngo, Jasmine V.
    The rapid adoption of e-learning platforms amid the COVID-19 pandemic has transformed a new era in education, marked by a profound integration of artificial intelligence (AI). This paper explores the emerging interest in AI-enhanced educational tools, particularly in the context of reusable learning objects (RLOs). RLOs, powered by machine learning algorithms, offer personalized learning experiences tailored to diverse student needs and learning styles. As educators and institutions seek innovative methods to engage learners and optimize teaching resources, RLOs arise as a promising solution. However, the deployment of RLOs poses both opportunities and challenges within existing educational frameworks, prompting questions about their potential advantages and difficulties. It is essential to comprehend the psychological frameworks that shape the perceptions of RLOs among educators and students to ensure effective undertaking. This study aims to address these questions through semi-structured interviews with educators and students, alongside the development and deployment of a prototype RLO. By examining user experience, interface design, privacy considerations, and security implications, we were able to see current challenges and solutions in curriculum development and gain insights into the evolving landscape of AI-powered educational tools and their impact on teaching and learning processes. These results will build on the existing research of AI in education as the study sheds more light on the current body of knowledge, important for today’s evolving technology as AI continues to integrate into education.
  • Person
    Arthur Siller
  • Publication
    Understanding the College Experience of Students with Functional Gastrointestinal Disorders
    (2024-05) Andrews, Molly Kiley
    Studies have shown undergraduate students with a functional gastrointestinal disorder (FGID) such as irritable bowel syndrome (IBS), gastroesophageal reflux disease (GERD), functional dysplasia (FD), or other related functional gastrointestinal disorders have a greater level of perceived stress and a greater difficulty during the transition to college than their healthy peers. There is limited research on how undergraduate students with FGIDs conceptualize their disease, cope mentally and physically, and manage symptoms during the college experience. Because diet is essential in FGID symptom management, the current study aims to understand how on-campus dining options impact the mental and physical health of students with FGIDs and how social, emotional, and personal environments impact their disease management. For many first and multi-year undergraduates, attending post-secondary education includes a dining plan managed and provided by the college or university. Understanding how the foods and resources provided are inclusive to those with FGIDs could help explore the importance of proper nutritional options and emotional support networks to provide insight into the lived experience of undergraduates with FGIDs. This study utilized qualitative in-depth semistructured interviews to better understand how functional gastrointestinal disorders shape the college social, personal, and nutritional experience and to understand how on-campus dining services impact symptom and disease management. The results may be valuable for campus administrators, health and dining service professionals, and others who make decisions about campus resources and wellbeing.
  • Publication
    Ornitherapy as Stealth Health: Supporting Student Well-Being One Bird at a Time
    (2024-05) Dresser, Mikayla Marlee
    This thesis addresses the substantial mental health crisis that college students have been facing by employing a “stealth health” perspective. “Stealth health” refers to an activity that fosters mental or physical wellness without the direct intention of deliberately improving the individual’s health. While prior research has been published on the potential of using birding as a non-pharmaceutical treatment for mental health, this innovative research specifically delves into the unique impacts of birding on college student's mental health. This study employed a focus group methodology to engage with self-identified student birders, which allowed for direct feedback from the target population. Participants who reported going birding at least once every two weeks described how going birding has impacted their lives mentally, physically, socially, and academically. Participants comprised both undergraduate and graduate students. This study highlights the versatility of birding as a tool for social well-being, mental health, and physical health. A significant emphasis is placed on the meditative impact that birding has on individuals. The findings of this research may be valuable to student affairs practitioners concerned with enhancing students' well-being and campus planning professionals responsible for shaping campus environments. These insights will support the enhancement of student success and encourage a focus on bird habitat and environmental conservation.

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