A Study of the Effects of Teaching Avatars on Students' Learning of Surveying Mathematics

Autor/inn/en	Adamo-Villani, Nicoletta; Dib, Hazar Nicholas
Titel	A Study of the Effects of Teaching Avatars on Students' Learning of Surveying Mathematics
Quelle	In: International Journal of Information and Communication Technology Education, 12 (2016) 2, S.1-13, Artikel 1 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1550-1876
DOI	10.4018/IJICTE.2016040101
Schlagwörter	Mathematics Instruction; Undergraduate Students; Computer Simulation; Animation; Mathematical Concepts; Formative Evaluation; Summative Evaluation; Mixed Methods Research; Comparative Analysis; Pretests Posttests; Educational Technology; Lecture Method; Quasiexperimental Design; Student Surveys; Indiana + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Computergrafik; Computersimulation; Unterrichtsmedien; Schülerbefragung
Abstract	The paper reports a research study aimed at investigating the appeal and pedagogical efficacy of animated teaching avatars. Specifically, the goal of the study was to determine whether animated characters could be effective and engaging teachers in the context of undergraduate surveying mathematics. The study included two forms of evaluation: formative and summative. Findings from the formative evaluation with forty-four undergraduate students show that three animated lectures delivered by a teaching avatar that speaks, gestures and points to a virtual board were perceived as engaging and useful for learning surveying mathematics concepts and procedures. Results of the summative evaluation with fifty-two undergraduate students show that watching the animated avatar lectures led to an increase in subjects' mathematical competence by 31%. The study also compared the animated avatar lectures to interactive 2D visualizations illustrating equivalent surveying math concepts. Findings show that watching the teaching avatar lectures led to significantly higher learning gains. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01