A check list for evaluating persuasive features of mathematics courseware
The main propose of this study is to introduce a check list for evaluating persuasive features of mathematics courseware. Since, mathematics is a source of anxiety among students (Zeidner & Matthews, 2010), this research is an attempt to employ persuasive features that can be used in mathematics...
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Canadian Center of Science and Education
2013
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Online Access: | http://eprints.utm.my/id/eprint/49766/1/BaharuddinAris2013_%20Achecklistforevaluating.pdf http://eprints.utm.my/id/eprint/49766/ http://dx.doi.org/10.5539/ies.v6n9p125 |
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my.utm.497662018-11-30T06:55:28Z http://eprints.utm.my/id/eprint/49766/ A check list for evaluating persuasive features of mathematics courseware Aris, Baharuddin Gharbaghi, Alireza Ahmad, Maizah Hura Rosli, Mohd. Shafie LB Theory and practice of education The main propose of this study is to introduce a check list for evaluating persuasive features of mathematics courseware. Since, mathematics is a source of anxiety among students (Zeidner & Matthews, 2010), this research is an attempt to employ persuasive features that can be used in mathematics courseware. Specifically, we sought to determine criteria that are important for persuading learners; and to ascertain persuasive factors have this ability that employed in computer based mathematics learning. These features originated 13 different prior persuasive models, theories, and approaches that are categorized in seven groups. Content Analysis was used to extract 16 features. For reporting results of Content Analysis method, were conducted 9 research steps. In the next step, the check list was prepared by using extracted persuasive principals with 16 criteria. So, three of more popular mathematics courseware in Iran, were evaluated by new designed check list; and are reported the results. The results have shown the most popular mathematics courseware which its name is "Kusha & Misha", could only earned approximately half of check list points. Two others courseware only be able to obtain a third of persuasive points. Totally, it can be concluded that, with more regard to the persuasion, perhaps we can overcome on negative attitudes toward mathematics in school students. Canadian Center of Science and Education 2013 Article PeerReviewed application/pdf en http://eprints.utm.my/id/eprint/49766/1/BaharuddinAris2013_%20Achecklistforevaluating.pdf Aris, Baharuddin and Gharbaghi, Alireza and Ahmad, Maizah Hura and Rosli, Mohd. Shafie (2013) A check list for evaluating persuasive features of mathematics courseware. International Education Studies, 6 (9). pp. 125-134. ISSN 1913-9020 http://dx.doi.org/10.5539/ies.v6n9p125 DOI: 10.5539/ies.v6n9p125 |
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LB Theory and practice of education Aris, Baharuddin Gharbaghi, Alireza Ahmad, Maizah Hura Rosli, Mohd. Shafie A check list for evaluating persuasive features of mathematics courseware |
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The main propose of this study is to introduce a check list for evaluating persuasive features of mathematics courseware. Since, mathematics is a source of anxiety among students (Zeidner & Matthews, 2010), this research is an attempt to employ persuasive features that can be used in mathematics courseware. Specifically, we sought to determine criteria that are important for persuading learners; and to ascertain persuasive factors have this ability that employed in computer based mathematics learning. These features originated 13 different prior persuasive models, theories, and approaches that are categorized in seven groups. Content Analysis was used to extract 16 features. For reporting results of Content Analysis method, were conducted 9 research steps. In the next step, the check list was prepared by using extracted persuasive principals with 16 criteria. So, three of more popular mathematics courseware in Iran, were evaluated by new designed check list; and are reported the results. The results have shown the most popular mathematics courseware which its name is "Kusha & Misha", could only earned approximately half of check list points. Two others courseware only be able to obtain a third of persuasive points. Totally, it can be concluded that, with more regard to the persuasion, perhaps we can overcome on negative attitudes toward mathematics in school students. |
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Article |
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Aris, Baharuddin Gharbaghi, Alireza Ahmad, Maizah Hura Rosli, Mohd. Shafie |
author_facet |
Aris, Baharuddin Gharbaghi, Alireza Ahmad, Maizah Hura Rosli, Mohd. Shafie |
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Aris, Baharuddin |
title |
A check list for evaluating persuasive features of mathematics courseware |
title_short |
A check list for evaluating persuasive features of mathematics courseware |
title_full |
A check list for evaluating persuasive features of mathematics courseware |
title_fullStr |
A check list for evaluating persuasive features of mathematics courseware |
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A check list for evaluating persuasive features of mathematics courseware |
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check list for evaluating persuasive features of mathematics courseware |
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Canadian Center of Science and Education |
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2013 |
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http://eprints.utm.my/id/eprint/49766/1/BaharuddinAris2013_%20Achecklistforevaluating.pdf http://eprints.utm.my/id/eprint/49766/ http://dx.doi.org/10.5539/ies.v6n9p125 |
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