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The effect of contextual pedagogical advisement and competition on middle-school students’ attitude toward mathematics using a computer-based simulation game
Article

, University of North Dakota, United States

JCMST Volume 25, Number 2, ISSN 0731-9258 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

Abstract

Many students enter mathematics courses with a poor attitude toward mathematics (Gal & Ginsburg, 1994), making attitude as important a consideration as achievement in mathematics (e.g., CTGV, 1992; Marsh, Cairns, Relich, Barnes, & Debus, 1984; Sedighian & Sedighian, 1996). Pedagogical agents are often touted for their ability to address affective variables in learning (e.g., Moreno et al., 2001; Baylor, 2000), as are games for both attitude and achievement (e.g., Baltra, 1990; Fery & Ponserre, 2001; Kent, 1999). But few studies have examined the effect of combining agents and games, and none have examined their effect on attitude toward mathematics. This study was designed to determine the effect of contextual pedagogical advisement (CPA) and competition on attitude toward mathematics in a computer-based simulation game. A total of 123 seventh- and eighth-grade students were randomly assigned to one of five conditions formed by crossing the two independent variables and adding a control group. Results indicate that contextual pedagogical advisement can result in lower anxiety toward mathematics scores, especially under competitive conditions.

Citation

Van Eck, R. (2006). The effect of contextual pedagogical advisement and competition on middle-school students’ attitude toward mathematics using a computer-based simulation game. Journal of Computers in Mathematics and Science Teaching, 25(2), 165-195. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE). Retrieved March 23, 2019 from .

Keywords

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