https://etd.auburn.edu/handle/10415/1 2026-07-17T23:32:20Z 2026-07-17T23:32:20Z OConnor, Weiss https://etd.auburn.edu/handle/10415/10443 2026-07-17T19:27:37Z 2026-07-17T00:00:00Z

Augmented Reality as an Aid and a Distractor: Pilot Behavior in Normal and Abnormal Flight Scenarios OConnor, Weiss In the information-dense and time-compressed cockpit environment, augmented reality (AR) displays are a promising approach to provide pilots with supplementary information. This research investigated head-worn, optical see-through AR systems, which project digital images while providing a clear view of the real world. While the benefits of having helpful information readily accessible are clear, AR displays bring several unique concerns from a human factors perspective. This research pursues a more complete understanding of both favorable and adverse impacts of AR displays on pilot performance through two user studies. The first study investigated the effects of AR display occlusion of the real world on pilot performance, assessing the impact of AR graphic presence and location. The second study investigated the influence of AR on pilot objective flight performance, workload, situational awareness, and usage when serving as either an aid or a distractor for an aircraft landing task. The findings from both studies reflect the feasibility for AR display usage in the cockpit, as well as the importance of understanding the potential for adverse performance, trust, or cognitive impacts from its use. This work contributes a novel investigation into the drawbacks of AR displays in the aviation domain, utilizing a multi-modal approach to understand both flight performance and cognitive impacts of AR systems. Further research is needed to understand the complete picture of AR use in the cockpit and ensure that AR displays support pilot safety, even in the case of malfunction or failure.

2026-07-17T00:00:00Z Outlaw, Thomas https://etd.auburn.edu/handle/10415/10442 2026-07-17T19:24:24Z 2026-07-17T00:00:00Z

Scaling Personalized Learning in Higher Education: Evaluating the Impact of AI-Enhanced Learning on Student Performance and Engagement in Military Distance Education Outlaw, Thomas Professional Military Education (PME) faces persistent challenges in distance learning, including high attrition, inconsistent engagement, and limited individualized support. This study examined whether a voluntary, low-touch AI chatbot assistant was associated with differences in student performance, engagement, learner perceptions, and satisfaction in military distance education. The intervention consisted of an AI literacy module embedded within the existing Canvas-based orientation course and designed around the CATALYST Framework, which integrates Bloom’s 2 Sigma Problem, cognitive load theory, andragogy, and the Community of Inquiry model. Unlike intensive intelligent tutoring systems that provide continuous adaptive feedback, this research evaluated a low-touch, student-initiated approach that minimizes disruption to the PME curriculum while offering scalable, personalized support. A quantitative research design was used to analyze data from 177 consenting learners enrolled in Airman Leadership School and Noncommissioned Officer Academy distance learning orientation courses. Student performance was assessed using pre-test and post-test scores, while a post-course survey measured learner perceptions related to usefulness, ease of use, engagement, and satisfaction. A mixed-design analysis of variance (ANOVA) examined changes in performance over time and differences based on optional chatbot use. Hierarchical multiple regression examined whether learner characteristics and chatbot use predicted post-test performance, and independent-samples t tests compared learner perceptions between chatbot users and non-users. Only 10 participants, or 5.6% of the sample, used the optional chatbot. Student scores increased from pre-test to post-test; however, the change was not statistically significant, and optional chatbot use was not associated with significantly different performance outcomes. The regression model did not significantly predict post-test performance, and no statistically significant differences were identified between chatbot users and non-users across the four learner-perception constructs. Students nevertheless reported generally positive perceptions of the learning experience, and greater AI familiarity was positively associated with perceived usefulness, ease of use, engagement, and satisfaction. This research advances AI-enhanced learning theory while offering actionable insights for military educators. The findings suggest that providing access to AI support alone may be insufficient to generate meaningful adoption or measurable learning effects; however, the small number of chatbot users limited the study’s statistical power and should be considered when interpreting nonsignificant differences between chatbot users and non-users. Successful implementation of AI within PME distance education may depend on learner readiness, intentional instructional integration, proactive support, and structured opportunities for engagement.

2026-07-17T00:00:00Z Black, Hunter https://etd.auburn.edu/handle/10415/10441 2026-07-16T19:37:14Z 2026-07-16T00:00:00Z

Mechanistic Insights and Process Optimization of Acid-Treated Soybean Hulls as Aquatic Feed Binders Black, Hunter This work utilizes soybean hull (SBH) as a low-cost feedstock for the development of an acid-treated aquatic feed binder based on whole biomass utilization. Currently, SBH is generated in large amounts (34.17 - 42.72 million metric tons annually) with most of its utilization being limited to animal feed applications, landfilling, and incineration. A single-stage acid treatment was applied to untreated SBH at both 10% and 50% solids, pH = 1.8, and different treatment times (i.e. 0.5-hour, 1-hour, 1.5-hour, and 2-hour) to evaluate changes in physical and chemical properties. This acid treatment results in a reduction of neutral sugars and pectin content due to the respective degradation and extraction into ethanol (EtOH) extractives during the chemical composition analysis. It also leads to a 40-60% increase in carboxylic acid content, a 70-90% increase in water solubility, and up to a 23.63% reduction in geometric mean particle diameter. These properties improved with increasing treatment time, with the 1.5-hour and 2-hour treatment at 50% solids exhibiting the best properties. However, prolonged treatment also promoted agglomeration, requiring additional size reduction during drying to avoid compromising binder performance during incorporation into fish feed production processes. Given the high cost associated with transporting wet binder, the effect of productions solids content and drying methods, including oven drying at different temperatures and freeze drying, were evaluated to identify optimal processing conditions. Finally, a technoeconomic analysis (TEA) was conducted for the 1.5-hour 50% solids binder production process to assess the economic feasibility and profitability of a batch plant producing 6-ton dry binder per day. The minimum sales price of the SBH binder was determined and compared against common commercial aquatic feed binders such as carboxymethyl cellulose (CMC), wheat gluten, and corn starch.

2026-07-16T00:00:00Z Moncrief, Sarah https://etd.auburn.edu/handle/10415/10440 2026-07-15T21:10:26Z 2026-07-15T00:00:00Z

An Exploration of the Lived Experiences of Principals with School Counseling Backgrounds Moncrief, Sarah Research surrounding school principals indicates that the candidate pool is shrinking for this vitally important position. School counselors are great candidates to fill this position. Their experience as a counselor helps them solidify strong leadership skills and abilities that can contribute to a successful school principalship. The purpose of this phenomenological study was to explore the lived experiences of school principals with school counseling experience. In particular, how did these backgrounds influence factors pertaining to being purpose and focus oriented, enacting ethical and equitable responsibility, acting as instructional leaders, collaborating and interacting with school community and stakeholders, creating and maintaining professional work relationships, and interpreting data for continuous improvement. Five participants who are currently or who have been school principals and also school counselors were interviewed and completed a follow up survey. Throughout the data collection and analysis process, five themes emerged. The findings of this study show that these individuals place a priority on strong professional relationships, keep students at the forefront of decision making, focus on whole child education, believe their time as a school counselor greatly prepared them for their principal positions, and always keep a growth mindset.

2026-07-15T00:00:00Z