JET_V5_N1_RP2 Anika W. Lodree Joi L. Moore Juan E. Gilbert Journal of Educational Technology 2230 - 7125 5 1 31 37 animated agents, mathematics education, post secondary education, mathematics achievement This article summarizes a quantitative study of the effects of animated agents in web-based instruction (WBI) on mathematics achievement and attitudes toward mathematics in postsecondary education. Eighty-one college students who were enrolled in a core mathematic course at a doctoral/research-extensive university in central Alabama participated in this study. Using a pretest-posttest control group design model, the study verified that the presence of animated agents in WBI can improve postsecondary students’ mathematics achievement and attitudes toward mathematics. In addition, the interaction of gender choice of the animated agent with several demographic factors did statistically affect attitudes toward mathematics. These findings can be used to better design, develop, and implement a web-based tutorial that promotes positive attitudes toward learning mathematics and long-term mathematics achievement in postsecondary mathematics. April - June 2008 Copyright & copy; 2008 i-manager publications. All rights reserved. i-manager Publications http://www.imanagerpublications.com/Article.aspx?ArticleId=560