Date of Award

3-20-2019

Document Type

Thesis and Dissertation

Degree Name

Master of Science (MS)

Department

Department of Family and Consumer Sciences

First Advisor

Taneshia West Albert

Second Advisor

Connie Dyar

Abstract

This exploratory study provides a foundation to measure students’ level of learning based on education theory for digital technology and meaningful technology theory for digital literacy. There has yet to exist an effective assessment tool that can evaluate students’ digital literacy. To provide initial insight into the digital technology integrated course development, Wacom pen-tablet and Autodesk Sketchbook were utilized to create an interior design curriculum for undergraduate college students. The findings of this study shed light on the necessity of assessing new technology for integration into coursework in higher education. There are five themes that an instructor must examine when determining whether to use digital drawing tools in a course: (1) effective learning process, (2) ease of access and execution, (3) transformation of perspective about new technology, (4) technology competency, and (5) impact on the work process and continuous use. The findings of this study are: (1) a framework is needed for the educator to examine the software for proper selection according to the task and goal of the course; (2) an assessment tool is needed to measure student digital literacy; and (3) there are significant factors that influence students’ perception of digital literacy based on the definition of digital literacy in this study. This study provides a brief guideline for future study development of assessment tool for digital literacy that is essential for design professionals in the digital world.

Comments

Imported from ProQuest Yang_ilstu_0092N_11406.pdf

DOI

http://doi.org/10.30707/ETD2019.Yang.S

Page Count

55

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