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.

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Effects Of Animated Agents In Web-Based Instruction On Mathematics: Achievement And Attitudes Toward Mathematics

Anika W.Lodree*, Joi L.Moore**, Juan E.Gilbert***
*Instructor in Mathematics and Statistics ,Auburn University
**Associate Professor,School of Information Science and Learning Technologies,University of Missouri-Columbia.
***TSYS Distinguished Associate Professor in ComputerScience and software Engineering,Auburn University
Periodicity:April - June'2008
DOI : https://doi.org/10.26634/jet.5.1.560

Abstract

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.

Keywords

Animated Agents, Mathematical Education, Post Secondary Education, Mathematics Achievement.

How to Cite this Article?

Anika W. Lodree, Joi L. Moore and Juan E. Gilbert (2008). Effects Of Animated Agents In Web-Based Instruction On Mathematics: Achievement And Attitudes Toward Mathematics. i-manager’s Journal of Educational Technology, 5(1), 31-37. https://doi.org/10.26634/jet.5.1.560

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