SACM - United States of America
Permanent URI for this collectionhttps://drepo.sdl.edu.sa/handle/20.500.14154/9668
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Item Restricted The Impact of Augmented Reality-Based-Affordances Instruction on Learners’ Motivation in K-16 Classrooms: An Integrative Review(Saudi Digital Library, 2025-05-13) Aljohani, Amal Hamdan; Peter DoolittleAugmented Reality (AR) is a rapidly growing technology used in education to improve traditional learning by adding digital content to the real world. This literature review explains what AR is and how it differs from similar technologies like Virtual Reality (VR), Mixed Reality (MR), and Diminished Reality (DR). Using instructional design frameworks, it highlights AR's special features, such as interactivity, visual learning, and immediate feedback that encourage active learning and match motivational theories, especially self-determination theory. The review gathers findings from various educational fields, including primary schools, medical training, and engineering, showing that AR positively affects student learning and motivation. It also looks at how AR is used in online and distance learning, emphasizing its ability to provide realistic, hands-on experiences remotely. The review stresses the importance of rigorous research methods and reliable sources, offering a clear foundation for understanding AR’s potential in education and suggesting areas for future research and practice.20 0Item Restricted Implementation of the SDLMI in Inclusive Settings and its Impact on Self-Determination and Academic Outcomes(University of Kansas, 2024-07-02) Alsaeed, Abdualziz H.; Shogren, Karrie A.This dissertation has five chapters that focus on examining the impact of the implementation of self-determination interventions on academic outcomes in inclusive classrooms for all students, including students with disabilities. Chapter 1 provides an overview of the importance of promoting self-determination, the theoretical framework that guides this work, and briefly introduces an evidence-based intervention, the Self-Determined Learning Model of Instruction (SDLMI) as well as the dataset used in this dissertation. It also describes the role of goal setting and attainment in enhancing self-determination and academic learning for all students in inclusive settings and provides the research questions addressed in subsequent chapters of this dissertation. Chapter 2 presents a review and meta-analysis of the impact of self-determination interventions on academic outcomes for students with learning disabilities. The results of this study showed that self-determination interventions significantly enhanced academic outcomes for students with learning disabilities. It also highlights the critical need to advance the implementation of self-determination interventions designed to promote academic outcomes in inclusive classrooms. This includes the need for (a) more studies that implement self-determination interventions in inclusive settings, (b) expanding the populations of students who have access to these interventions, (c) infusion of self-directed goal setting skills in self-determination interventions, and (d) common measures that can be used to fully understand the impact of self-determination on academic outcomes. Chapter 3 presents a study that aimed to explore academic learning goals set by students with and without disabilities who used the SDLMI in mathematics general education classes. In addition to examining changes in student academic goal attainment outcomes across two academic semesters, Chapter 3 also explored factors that are associated with academic goal attainment, including the types of academic goals set by students, the quality of goal statements that students set using the SMART goal framework, and the quality of Goal Attainment Scaling (GAS) rubrics established by students. Findings from Chapter 3 suggest that students who used the SDLMI across two semesters in mathematics classes set academic learning goals that focused both on academic strategies and outcomes. Their goal statements had high overall quality as did GAS rubrics. Chapter 3 also highlights the usability of GAS as a common measure for academic goal attainment. Chapter 4 examined the growth trajectory of student self-determination over an academic year within the context of teachers’ implementation of the SDLMI in secondary general education classes. It also explored the relationship between self-determination and goal attainment outcomes over an academic semester. The results suggest substantial variability in the growth trajectory of student self-determination over an academic year. The results also showed that academic goal attainment was positively associated with end of semester student self-determination. Chapter 5 provides a final discussion of overall results and directions for ongoing research and practice to advance self-determination and academic learning outcomes.23 0Item Restricted A Study on The Effectiveness of Education and Fear Appeal to Prevent Spear Phishing of Online Users(University of Washington, 2024-05-24) Alsulami, Saja; Marc, DupuisSpear phishing attack is considered one of the most elaborate attacks in social engineering. It presupposes that an attacker designs a scam to obtain the personal information of specific users from their social media accounts. It involves a preliminary analysis of targeted users and their online behaviors needed to persuade them that a malicious link or attachment is sent by a trusted person. This attack implies that human beings are the weakest link within a security system; their vulnerabilities could be exploited. The most detrimental consequences following spear phishing attacks are financial losses, network compromises, loss of login credentials, and malware installation. This quantitative study used Protective motivated theory (PMT) to examine the impact of education and fear appeals on users’ knowledge and abilities to identify spear phishing attacks. Three interventions were implemented: an educational intervention, a fear appeal intervention, and a combined educational-fear appeal intervention. The control group was used for comparison purposes. This study was conducted as an online experiment that was managed via the Qualtrics platform. It has 726 participants, and they were assigned randomly into four groups; after interventions, there was a spear phishing test to evaluate their knowledge and abilities to identify spear phishing attacks. The spear phishing test was administered to compare the efficacy of every intervention group (education, fear appeal and combined education and fear appeal) to the control group. The experiment findings revealed no statistically significant differences in the mean test for these four groups. The PMT finding revealed that the high effect of threat vulnerability, self-efficacy, and the low effect of cost response can enhance the participant’s knowledge of spear phishing attacks. The study results indicate further research is needed to develop an effective intervention program that would considerably enhance users’ knowledge of spear phishing attacks and their resilience to them.43 0Item Restricted Dentists' Education, Knowledge, Attitudes and Behavior concerning the Effects of Pregnant Patients' Oral Health on Pregnancy Outcomes: A National Survey(Saudi Digital Library, 2021-12-08) Khuraybah, Abad; Boynton, James; Majewski, Robert; Salzmann, Larry; Inglehar, Inglehart; Inglehart, Marita RObjectives: Since 1996, there is empirical evidence that pregnant patients’ oral health and pregnancy outcomes are related. The objectives were to assess general dentists’ education, knowledge and professional behavior related to treating pregnant patients’ oral health and how COVID -19 affected dentists’ professional behavior related to the relationship between oral health and pregnancy outcomes Methods: 2,500 surveys were mailed to members of the American Dental Association; 96 were undeliverable and 253 were completed (Response rate: 10.52%). Results: About half of the respondents (50.2%) agreed/strongly agreed that they were well educated about treating pregnant patients in dental school. However, only about a third (34%) were satisfied with this education. The majority knew that periodontal disease was associated with preterm delivery (71.8%) and infants’ birth weight (69.3%), and that pregnant patients can safely undergo basic dental treatment (90%), tooth extractions (82.8%) and root canal treatment (90.3%). The majority delivered fillings (78.4%), periodontal treatment (69.2%) and root canal therapy (66.2%) to pregnant patients. Nearly all dentists delivered routine examinations and cleanings (94%) to these patients and discussed the importance of oral health during pregnancy (91.6%). A total of 38.6% was concerned about legal risks and 38.6% believed there were no guidelines for treating pregnant patients. COVID did not change treatment patterns for the majority of respondents. The better their dental school education was, the more knowledge they had about pregnant patients’ oral health care (r=0.19;p<0.001) and the more likely they were to deliver this care (r=0.30;p<0.001). Conclusions: Increasing educational efforts in dental school and continuing education about the effects of pregnant patients’ oral health on pregnancy outcomes is needed to improve related knowledge and professional behavior.33 0Item Restricted Three Essays on the Impacts of Immigrants on Natives(University of Connecticut, 2023-08) Almuhaisen, Abdulmohsen; Furtado, Delia; Agüero, Jorge; Amuedo-Dorantes, Catalina; Cesur, ResulThis dissertation explores the impacts of refugee and immigrant inflows on natives in the context of developing (Jordan) and developed (United States) countries. The first chapter investigates whether the sudden influx of Syrian refugees into Jordan starting in 2011 induced a reduction in healthcare utilization among native Jordanians, perhaps especially in terms of routine care. Exploiting variation in the share of refugees across time and space and using an instrumented difference-in-differences identification strategy, this chapter examines the impact of Syrian refugees on childhood immunization rates of native Jordanians. I find that the influx delayed natives’ receipt of childhood vaccines, suggesting some congestion in the healthcare sector. However, I find no effect on the likelihood of eventually receiving the vaccines, pointing to the short-term nature of the impacts of such events. The second chapter investigates another potential impact of the same influx –namely the impact on school enrollment among youth Jordanians. Using a similar identification strategy, I show that the influx reduced school enrollment, primarily among males and youths with less educated parents. Next, I show that the effect would have been larger in the absence of post-influx investments in educational infrastructure in the most impacted areas. Finally, I show an increase in employment among Jordanian youths, pointing to a potential labor market mechanism for the estimated effect. The third chapter examines the relationship between immigration enforcement and the institutionalization rates of the elderly. Exploiting the staggered implementation of the Secure Communities (SC) immigration enforcement program across U.S. counties from 2008 through 2014, we show that SC increased the likelihood that Americans aged 65 and above live in an institution. Supportive of supply shocks in the household services market as a central mechanism, we find that the elderly who are most likely to purchase domestic worker services are also the most likely to move into nursing homes following the implementation of SC. Additionally, we find suggestive evidence of significant reductions in the work hours of housekeepers, personal care aides, and home health workers hinting at the critical role of negative supply shocks in occupations that facilitate aging in community.23 0Item Restricted A PROPOSED TRAINING PROGRAM EXPLORING THE FIRST WEEK EXPERIENCE OF STUDENTS WITH DISABILITIES AS PERCEIVED BY STUDENTS, THEIR TEACHERS, AND ADMINISTRATIONS AT JAZAN UNIVERSITY IN SAUDI ARABIA(Pensilvania State University, 2023-08-01) Almohammed, Sali; Brendel, William; Yoon, Hyung JoonEducation is crucial to every individual’s academic, social, and personal development. While recent years have shown a remarkable gain for people with disability, serious roadblocks still exist in society, most importantly, in the education system as they proceed on the path to equality. Disability is still the most indicated basis of discrimination under the code of human rights claims in Saudi Arabia, with significant systemic issues raised in education. The study aimed to examine the challenges faced by students with disabilities and identify the resources and support available to them. Furthermore, it sought to understand the attitudes and perceptions of teachers and administrators toward disabled students. The current study was conducted using exploratory narrative research, combining descriptive and explanatory research paradigm. The current research examined the experiences of disabled students and their teachers and administrators. The study focused on the students, administrators, and teachers of Jazan University in Saudi Arabia's South. The study was conducted to understand how disability affects students, teachers, and administrators during the first week of campus life. The data collected through interviews was used to analyze the impact of disability on students during their first week on campus. The researcher conducted 12 interviews, four from each category of participants (disabled students, administrators, and teachers (faculty). Thematic analysis was adopted to analyze the data. Four themes were extracted from the data —Social inclusion, accessibility and accommodations, institutional support, and attitudes toward disability. Every stakeholder who participated in the study is considered very educated and has a sense of issues regarding disability. The study highlights areas where improvements can be made to university premises globally and in Saudi Arabia, particularly to be more inclusive and supportive of students with disabilities. The findings of this study can be used to provide resources and support for disabled students to ensure that they can have a positive experience in their academic life. The findings offer significant implications for the Saudi education policy and practice in higher educational institutions to provide equal opportunities and education to students with disability.59 0Item Restricted Improve the Education System in Saudi Arabia(2017) Bakry, Dana Sami; Galloway, ArnoldEducation should always evolve as society develops further into the future, and its education system should evolve also. Education is the foundation upon which a society develops because it teaches our future generations. Education is vital, especially for our young children: any civilization's most precious resource. Education always needs to improve to stay competitive with international rivals. I provide a proposal to develop a suitable solution to the crises in the educational process. As a researcher, I seek to examine the important social benefit the proposal seeks to accomplish in Saudi Arabia. I provide a proposal to develop a suitable solution to this crisis. As systems engineers, I focus on defining customer (students and family) needs and required functionality early in the development cycle, documenting requirements, and then proceeding with design synthesis and system validation while considering the complete problem.44 0Item Restricted General Education Teachers' Attitudes Toward Students With Learning Disabilities In Regular Education Classrooms In Ha’Il, Saudi Arabia(2023) Alshammari, Mohammad Basheer; Wood, JodyThe present study aimed to examine the attitudes of general education teachers toward teaching students with learning disabilities in regular education classrooms in Ha'il, Kingdom of Saudi Arabia. The study was based on a sample of general education teachers in elementary schools and analyzed their attitudes in relation to their age, length of experience, and level of education. Results showed positive attitudes among teachers towards inclusion, with more advanced degrees and less teaching experience correlating with slightly more positive attitudes. Recommendations for practice and future research include enhancing teacher training, encouraging collaboration, and exploring factors affecting teachers' attitudes. Limitations such as small sample size and cross-sectional design were acknowledged, guiding future research to improve the quality of research on general education teachers' attitudes towards inclusion.83 0