Some Effects of Motivational Elements in Mathematical Drill-and-Practice Software
Purchase or Subscription required for access
Purchase individual articles and papers
Subscribe for faster access!
Subscribe and receive access to 100,000+ documents, for only $19/month (or $150/year).
Already have access?
Institutional Subscription
You don't appear to be accessing the site through a subscribing institution (your IP address is 35.168.113.41).
If your university, college, or library subscribes to LearnTechLib, you may be able access full text articles through a login page.
You can search for your instition by name or by location.
Author
EdMedia + Innovate Learning, Jun 17, 1996 in Boston, MA
Abstract
This study has investigated the effects on grade-eight students of different numbers of motivational elements in versions of Fred Fraction, a public-domain mathematical drill-and-practice program. Each student used one version of the program and had the choice of using it or a similar control program which was the same for all students. The methodology for the study was a partial replication of a previous study [Malone, 1984]. While the mean time spent using Fred Fraction increased for each version of the program containing an additional motivational element, not all differences were statistically significant. Boys and girls taken together showed significantly greater interest in the intrinsic elements fantasy (graphics) and curiosity (music). Unlike the Malone study, only limited evidence for gender differences was found.
Citation
. (1996). Some Effects of Motivational Elements in Mathematical Drill-and-Practice Software. In P. Carlson & F. Makedon (Eds.), Proceedings of World Conference on Educational Multimedia and Hypermedia & World Conference on Educational Telecommunications, 1996 (pp. 132-137). Boston, MA: Association for the Advancement of Computing in Education (AACE). Retrieved March 19, 2024 from https://www.learntechlib.org/p/178569.
© 1996 AACE