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O'Neil, Jr. The Resource Anxiety, learning, and instruction, Joan E. The item Anxiety, learning, and instruction, Joan E. This item is available to borrow from 1 library branch. Creator Sieber, Joan E. Author Tobias, Sigmund,. Language eng. Publication Hillsdale, N. Extent ix, pages. Note Includes indexes. Isbn Label Anxiety, learning, and instruction, Joan E.

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Subject Anxiety in children Computer-assisted instruction Learning, Psychology of. Library Locations Map Details. Bowdoin College Library Borrow it. Library Links. Staff Services News and Events. Following the instruction, a min learning activity was conducted. During the learning activity, the students in experimental group A learned with the game-based learning approach using e-books. The students in experimental group B learned with the learning system on e-books.

Spotlight on math anxiety

On the other hand, the students in the control group learned with traditional teacher-directed instruction. In the final stage, all of the students took the post-test, and completed the self-efficacy scale, mathematical motivation scale, and mathematical anxiety scale post-questionnaire.

Following that, some students in the experimental groups were interviewed by the researchers. ANOVA result of the self-efficacy pre-questionnaire ratings of the three groups. ANOVA result of the learning motivation pre-questionnaire ratings of the three groups.

ANOVA result of the mathematical anxiety pre-questionnaire ratings of the three groups. The students in experimental group A were interviewed after the experiment. The interview questions were related to the effectiveness of the digital game-based mathematics learning with e-books and their willingness of learn with such an approach.

I can operate it and learn better. I can learn more new knowledge. I almost forgot that I was learning mathematics. Those games are helpful to me in learning mathematics. We can play mathematical games and make notes about what we do not understand. It is helpful to do that. I can solve more difficult questions now. Furthermore, several students revealed their future desire to use the DGBL approach in mathematics and other courses.

I think it can be used for learning science and social studies.

Anxiety, Learning, and Instruction: 1st Edition (Hardback) - Routledge

In this study, a DGBL environment for mathematics courses was developed. The students can access the digital mathematical games via e-books with wireless communications. To evaluate the effectiveness of the proposed approach, a learning activity of an elementary school mathematics course was conducted to compare the learning achievements, learning motivations, self-efficacy, and mathematical anxiety of the students who learned with the DGBL approach, conventional e-learning approach, and traditional instruction.

From the experimental results, it was found that both the DGBL group and the e-learning group revealed significantly higher self-efficacy of learning mathematics than the traditional instruction group. Although the students in the e-learning group did not show significantly higher learning motivation and achievement than the traditional instruction group at the time, their self-efficacy reveals the potential of making progress in learning mathematics in the future.

On the other hand, it was found that the DGBL group outperformed the other two groups in terms of learning achievements, while the learning achievements of the e-learning group and the traditional instruction group did not have a significant difference. In the meantime, it is interesting to find that the students in the game-based learning group showed significantly higher learning motivation than those in the traditional instruction group, while the learning motivations of the e-learning group and the traditional instruction group were not significantly different.

In terms of mathematical anxiety, there were no significant differences between the three groups. Moreover, from the pre-questionnaire and the post-questionnaire ratings, it was found that the mathematical anxiety ratings of both the DGBL group and the e-learning group decreased after the learning activity, while that of the traditional instruction group increased. This implies that computer and information technologies and gaming strategies have good potential for decreasing the mathematical anxiety of students.

That is, it is worth developing and utilizing digital mathematics games in the future. In the future, some improvements can be made to the present gaming model. First, the current digital games are designed for individuals, although the students can communicate with their peers and the teacher.

It would be more interesting and effective if the mathematics games were designed for the students to complete gaming missions, as well as learn mathematics collaboratively or competitively Villalta et al. Second, most mathematical games, including the ones used in this study, do not situate students in authentic learning scenarios that engage them in solving real-world problems with mathematical knowledge. To overcome these drawbacks, we are planning to conduct a project to develop mathematics games that engage students in solving real-world problems collaboratively via mobile devices with wireless communications.

Moreover, we also plan to generalize the games by providing an interface that allows researchers and instructors to modify the learning content in the games to meet the needs of different courses.

Anxiety, learning, and instruction, Joan E. Sieber, Harold F. O'Neil, Jr., Sigmund Tobias

Skip to main content Skip to sections. Advertisement Hide. Download PDF. Article First Online: 19 July In this study, a game-based learning approach is proposed by integrating mathematics content into computer games on mobile devices. Moreover, an experiment has been conducted on an elementary school mathematics course to investigate the following research questions: 1. Participants The participants were 68 fifth graders in three classes of an elementary school.

Measuring tools The pre-test aimed to evaluate the prior knowledge of the students before the learning activity. The former presented four functions, namely instruction management, material management, synchronization management, and operation management. The administrative end could directly compile e-books and remind the user end to install or update the e-books through the cloud learning system. Open image in new window. When the students broke a specific brick, the learning system showed a question related to the point of symmetry, side of symmetry, and angle of symmetry of a graph.

If the students correctly drew the symmetry lines, they would be awarded additional points. Self-efficacy A pre-questionnaire was used to measure the self-efficacy of the students in learning the target course before the experiment. The adjusted means of experimental group A, experimental group B, and the control group were 3. Learning motivation has been identified as being an important dimension of evaluating DGBL approaches Dickey , in particular, for the learning activities in mathematics courses Messick Mathematical anxiety has been a widely discussed issue for decades Fennema and Sherman It has been recognized by educators as an important and challenging issue to decrease the mathematical anxiety of students Cates and Rhymer A pre-test was conducted before the experiment to evaluate the basic mathematical knowledge of the students.

The adjusted means of experimental group A, experimental group B, and the control group were From pairwise comparisons, it was found that experimental group A outperformed experimental group B and the control group, while there was no significant difference between experimental group B and the control group. Alavi, M. A comparative study of distributed learning environments on learning outcomes. Information Systems Research, 13 4 , — CrossRef Google Scholar. International Journal of Science and Mathematics Education, 9 4 , — Bandura, A.

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