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EFFECTS OF A COMPUTER GAME ON MATHEMATICS ACHIEVEMENT AND CLASS MOTIVATION: AN EXPERIMENTAL STUDY
Title
EFFECTS OF A COMPUTER GAME ON MATHEMATICS ACHIEVEMENT AND CLASS MOTIVATION: AN EXPERIMENTAL STUDY.
Creator
kebritchi, Mansureh, Hirumi, Atsusi, University of Central Florida
Abstract / Description
In the last few years educational computer games have gained attention as a tool for facilitating learning in different sectors of society including but not limited to military, health, and education. However, advances in computer game technology continue to outpace research on its effectiveness. Few empirical studies have investigated the effects of educational games in the context of formal K-12 settings. The purpose of this study was to examine the effects of a series of mathematics...
Show moreIn the last few years educational computer games have gained attention as a tool for facilitating learning in different sectors of society including but not limited to military, health, and education. However, advances in computer game technology continue to outpace research on its effectiveness. Few empirical studies have investigated the effects of educational games in the context of formal K-12 settings. The purpose of this study was to examine the effects of a series of mathematics computer games on mathematics achievement and motivation of high school students. In addition, the role of prior mathematics knowledge, computer skill, and English language skill of the participants on their mathematics achievement and motivation when they played the games were investigated. A total of 193 students and 10 teachers from an urban high school in the southeast of the United States of the America participated in this study. The teachers were randomly assigned to treatment and control groups. Students' mathematics achievement was measured using school district benchmark exams and a game performance test generated by the developers of the mathematics games. A mathematics motivation questionnaire based on Keller's (1987a) ARCS model of motivational design measured students' mathematics motivation. Multivariate Analysis of Co-Variance (MANCOVA) was conducted to analyze the data. In addition, interviews were conducted to cross validate the results of the quantitative data. The MANCOVA results indicated significant improvement of the mathematics achievement of the experimental versus control group. No significant improvement was found in the motivation of the experimental versus control group. However, a significant improvement was found on the motivation scores of the students who played the games in their school lab and classrooms compared to the ones who played the games only in the school labs. In addition, the findings indicated that prior mathematics knowledge, computer skill and English language skill did not play significant roles in achievement and motivation of the experimental group. Teachers' interviews revealed that these individual differences had indeed played significant roles in game-playing at the beginning of using the games, but the impacts gradually diminished as the students gained the required game-playing skills. The overall results indicated that the mathematics games used in this study were effective teaching and learning tools to improve the mathematics skills of the students. Using the games in mathematics education was suggested by the teachers as an appropriate alternative way of teaching, as one of the teachers stated: "This is definitely the way that we have to go to teach mathematics in the future." Mathematics games should be integrated with classroom activities if teachers want to increase mathematics class motivation. Teachers' helps and supports are vital in using the games effectively in a population with different prior mathematics knowledge, computer skills, and English language skills.
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Date Issued
2008
Identifier
CFE0002066, ucf:47577
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0002066
SELF-EFFICACY BELIEFS OF FLORIDA SCHOOL PRINCIPALS REGARDING FEDERAL AND STATE ACCOUNTABILITY MEASURES
Title
SELF-EFFICACY BELIEFS OF FLORIDA SCHOOL PRINCIPALS REGARDING FEDERAL AND STATE ACCOUNTABILITY MEASURES.
Creator
McCullers, John, Bozeman, WIlliam, University of Central Florida
Abstract / Description
This study examined how self-efficacy beliefs, a central construct of social cognitive theory, might be used to inform educational leadership and policy decisions related to school accountability measures. A survey of 112 principals in Florida was used to investigate the degree to which principals believed the goals of federal and state school accountability measures (the No Child Left Behind Act of 2001 and the Florida School Grades Plan) were actually attainable, and to what degree they...
Show moreThis study examined how self-efficacy beliefs, a central construct of social cognitive theory, might be used to inform educational leadership and policy decisions related to school accountability measures. A survey of 112 principals in Florida was used to investigate the degree to which principals believed the goals of federal and state school accountability measures (the No Child Left Behind Act of 2001 and the Florida School Grades Plan) were actually attainable, and to what degree they believed their leadership actually helped achieve these goals. A large majority (83.8%) of respondents believed the state goals to be attainable, whereas only a minority (20.7%) believed the federal goals could be attained. This disparity was associated with a significant difference in self-efficacy beliefs related to the plans, and in the associated leadership behavior of principals. This significant difference in principal self-efficacy beliefs could predict a disparity in leadership effort toward goal attainment. The study suggested that policymakers should be cautious about revising the goals of the Florida School Grades Plan, since principals' self-efficacy beliefs related to the plan were already quite high. In contrast, the findings suggested that policymakers should look to revising the goals of the No Child Left Behind Act of 2001 to correct the dearth of principal belief in the actual attainability of its goals.
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Date Issued
2009
Identifier
CFE0002849, ucf:48047
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0002849
The Effects of Regulatory Orientation on Subjective Task Values, Ability Beliefs, and Gameplay in a Grammar Editing Computer Game
Title
The Effects of Regulatory Orientation on Subjective Task Values, Ability Beliefs, and Gameplay in a Grammar Editing Computer Game.
Creator
Strnad, Stephen, Hoffman, Bobby, Hartshorne, Richard, Sivo, Stephen, University of Central Florida
Abstract / Description
This study investigated mean group differences in composite subjective task values, ability beliefs, and gameplay behaviors between low promotion and high promotion English as a Second Language (ESL) postsecondary students while playing two versions of a grammar-editing computer game. First, students were categorized according to their scores on the General Regulatory Focus Measure. Next, students played two identical versions of the grammar-editing game; in the second game version, an...
Show moreThis study investigated mean group differences in composite subjective task values, ability beliefs, and gameplay behaviors between low promotion and high promotion English as a Second Language (ESL) postsecondary students while playing two versions of a grammar-editing computer game. First, students were categorized according to their scores on the General Regulatory Focus Measure. Next, students played two identical versions of the grammar-editing game; in the second game version, an independent variable was added in the form of an in-game punishment. In the middle of each game version, students completed a modified version of the Expectancy-value Questionnaire. Independent samples t-tests were conducted to determine any statistically significant group differences between groups in terms of subjective task values, ability beliefs, and gameplay behaviors. Results indicated no statistically significant differences between groups for any of the composite dependent variables tested. However, two individual items measuring utility and attainment value indicated significant group differences. The findings of this study both supported and contradicted aspects of regulatory orientation theory and previous regulatory orientation research. This research contributed to the need for motivation studies in the field of digital game-based learning utilizing well-established theoretical frameworks. In addition, this study offered researchers, teachers, instructional designers, and video game designers insights into the effects of regulatory orientations in the digital game-based learning context.
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Date Issued
2018
Identifier
CFE0007105, ucf:51939
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0007105
The Effects of Facial Cues on Consumer Judgment and Decision-Making
Title
The Effects of Facial Cues on Consumer Judgment and Decision-Making.
Creator
Liu, Fan, He, Xin, Wang, Ze, Mao, Huifang, Sivo, Stephen, University of Central Florida
Abstract / Description
This dissertation investigates the roles of facial cues in consumer behavior. Specifically, the research examines the effect of facial structural resemblance, facial expressions, and other perceptual cues(-)in both individual and group settings(-)on consumer judgment and decision-making. Essay 1 examines the influence of facial resemblance on consumers' product purchase likelihood. This effect is moderated by consumers' mental construal, such that the effect of increased facial resemblance on...
Show moreThis dissertation investigates the roles of facial cues in consumer behavior. Specifically, the research examines the effect of facial structural resemblance, facial expressions, and other perceptual cues(-)in both individual and group settings(-)on consumer judgment and decision-making. Essay 1 examines the influence of facial resemblance on consumers' product purchase likelihood. This effect is moderated by consumers' mental construal, such that the effect of increased facial resemblance on product purchase likelihood occurs among consumers with high-level construals but not among those with low-level construals. Results of three experimental studies show that increased facial resemblance among team members enhances the perceived entitativity of the group, which in turn leads to more favorable intention of purchasing the product offered by the group. Essay 2 investigates the differential effects of recipients' group entitativity on two types of donation (time vs. money). Through three studies, the research demonstrates that high (versus low) group entitativity among the recipients increases donation of time but decreases donation of money. Such differential effects on donation of time versus money are driven by consumers' emotional or cognitive well-being associated with time or money donations. In essay 3, the effect of smile intensity on customer behavior is shown to be moderated by power and salience of ulterior motive. When employees' ulterior motive is not salient to customers, low-power customers evaluate the employee with intensified smiles more favorably compared to high-power customers. In contrast, when ulterior motive is made salient, high-power rather than low-power customers react more positively to smile intensity. Results show that the interactive effects between smile, power, and ulterior motive are driven by customers' warmth and competence perceptions. Collectively, this dissertation focuses on consumers' face-based judgments of individuals and teams, and investigates how such facial cues might influence consumers' attitude, purchase intention, and prosocial behavior.
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Date Issued
2015
Identifier
CFE0005828, ucf:50930
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0005828
COMPARISON OF LEARNING EXPERIENCES AND OUTCOMES BETWEEN A SERIOUS GAME-BASED AND NON-GAME-BASED ONLINE AMERICAN HISTORY COURSE
Title
COMPARISON OF LEARNING EXPERIENCES AND OUTCOMES BETWEEN A SERIOUS GAME-BASED AND NON-GAME-BASED ONLINE AMERICAN HISTORY COURSE.
Creator
Hess, Taryn, Gunter, Glenda, University of Central Florida
Abstract / Description
The use of online courses continues to increase despite the small amount of research that exists on the effectiveness of online educational environments. The little research that has been conducted has focused on evaluating factors taken into consideration during the adoption of online learning environments. One notable benefit often cited is the ability to incorporate multimedia such as video games. Although game researchers and developers are pushing for the use of video games for...
Show moreThe use of online courses continues to increase despite the small amount of research that exists on the effectiveness of online educational environments. The little research that has been conducted has focused on evaluating factors taken into consideration during the adoption of online learning environments. One notable benefit often cited is the ability to incorporate multimedia such as video games. Although game researchers and developers are pushing for the use of video games for educational purposes, there is a lack of research on the effectiveness of serious video games. When paring the increasing use of online educational environments, the push to use serious video games, and the lack of research on the effectiveness of online learning environments and video games, there is a clear need for further investigation into the use of serious video games in an online format. Based on current literature, no other known study has conducted an analysis comparing a serious game-based and non-game based online course; making this a unique study. The purpose of this study was to compare student learning experiences and outcomes between a serious game-based and non-game based online American History course. The data sources were data provided from Florida Virtual School (FLVS) and student and teacher interviews. Random samples of 92 students were statistically analyzed. A group of 8 students and 4 teachers were interviewed. FLVS data provided were analyzed using an independent t-test and the Mann-Whitney test and the student and teacher interview were analyzed using thematic analysis. Results of an independent t-test revealed that there was a significant (p < .01) difference in the mean number of days necessary to complete the course (MGB = 145.80, SDGB = 50.64, MNGB = 112.63, SDNGB = 49.60). The Mann-Whitney results indicated a significant difference between course performance and the type of American history course (Z = -5.066, p < .01); students in the serious game-based online course had an A average whereas students in the non-game-based online course had a B average. The thematic analysis of the relationship between student performance and motivation in both courses indicated that students and teachers of the game-based online course provided more reasons for student motivation than the students and teachers in the non-game-based online course. The thematic analysis of what aspects do students perceive as helpful and/or hindering to their learning indicated that students and teachers of the game-based online course provided more desirable, more helpful, less undesirable, and less hindering aspects for their course than the students and teachers in the non-game-based online course. As a result of the unique nature of this study, the findings provide new information for the fields of research on online learning, serious video gaming, and instructional design as well as inform instructional-designers, teachers, education stakeholders, serious video game designers, and education researchers.
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Date Issued
2010
Identifier
CFE0003221, ucf:48566
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0003221
INDIA AND CHINA SPACE PROGRAMS: FROM GENESIS OF SPACE TECHNOLOGIES TO MAJOR SPACE PROGRAMS AND WHAT THAT MEANS FOR THE INTERNATIONAL COMMUNITY
Title
INDIA AND CHINA SPACE PROGRAMS: FROM GENESIS OF SPACE TECHNOLOGIES TO MAJOR SPACE PROGRAMS AND WHAT THAT MEANS FOR THE INTERNATIONAL COMMUNITY.
Creator
BHOLA, GAURAV, HANDBERG, ROGER, University of Central Florida
Abstract / Description
The Indian and Chinese space programs have evolved into technologically advanced vehicles of national prestige and international competition for developed nations. The programs continue to evolve with impetus that India and China will have the same space capabilities as the United States with in the coming years. This will present new challenges to the international community in spheres civilian, to space and military applications and their residual benefits.
Date Issued
2009
Identifier
CFE0002745, ucf:48156
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0002745

Pages