Shared more. Cited more. Safe forever.
    • advanced search
    • submit works
    • about
    • help
    • contact us
    • login
    View Item 
    •   MOspace Home
    • University of Missouri-Columbia
    • Graduate School - MU Theses and Dissertations (MU)
    • Theses and Dissertations (MU)
    • Dissertations (MU)
    • 2005 Dissertations (MU)
    • 2005 MU dissertations - Freely available online
    • View Item
    •   MOspace Home
    • University of Missouri-Columbia
    • Graduate School - MU Theses and Dissertations (MU)
    • Theses and Dissertations (MU)
    • Dissertations (MU)
    • 2005 Dissertations (MU)
    • 2005 MU dissertations - Freely available online
    • View Item
    JavaScript is disabled for your browser. Some features of this site may not work without it.
    advanced searchsubmit worksabouthelpcontact us

    Browse

    All of MOspaceCommunities & CollectionsDate IssuedAuthor/ContributorTitleIdentifierThesis DepartmentThesis AdvisorThesis SemesterThis CollectionDate IssuedAuthor/ContributorTitleIdentifierThesis DepartmentThesis AdvisorThesis Semester

    Statistics

    Most Popular ItemsStatistics by CountryMost Popular AuthorsStatistics by Referrer

    The effects of animated agents with verbal audio on mathematics comprehension and attitudes towards mathematics and computers

    Lodree, Anika W., 1974-
    View/Open
    [PDF] public.pdf (59.78Kb)
    [PDF] short.pdf (38.98Kb)
    [PDF] research.pdf (1.062Mb)
    Date
    2005
    Format
    Thesis
    Metadata
    [+] Show full item record
    Abstract
    This doctoral study investigated the effect of animated agents with verbal audio in WBI on mathematics achievement and attitudes toward mathematics and computers using a pretest-posttest control group design model among eighty-one college students who enrolled in Pre-Calculus courses a at doctoral/research-extensive university. It verified quantitatively that the presence of animated agents with verbal audio in WBI can improve students' mathematics achievement and attitudes toward mathematics, but not their attitudes toward computers. In particularly, students in the experimental group practice effect improved, but not their application effect. In addition, this study verified that there exist a positive association between a student's attitude toward mathematics and his attitude towards computers and vice versa, and there exist a positive association between a student's satisfaction with WBI and her attitudes toward mathematics. Designers and developers of WBI can use these findings to better design, develop, and implement a web-based tutorial that promotes positive attitudes toward learning and long-term mathematics achievement in the postsecondary mathematics arena.
    URI
    https://hdl.handle.net/10355/4145
    https://doi.org/10.32469/10355/4145
    Degree
    Ph. D.
    Thesis Department
    Information science and learning technologies (MU)
    Collections
    • 2005 MU dissertations - Freely available online
    • Information Science and Learning Technologies electronic theses and dissertations (MU)

    Send Feedback
    hosted by University of Missouri Library Systems
     

     


    Send Feedback
    hosted by University of Missouri Library Systems