Effects of Computer Graphics Types and Epistemological Beliefs on Students' Learning of Mathematical Concepts

Abstract

The purpose of this study was to determine the implications of computer graphics types and epistemological beliefs with regard to the design of computer-based mathematical concept learning. A sample of 1,240 elementary students was tested to determine the factors involved in students' responses on the questionnaire of epistemological beliefs in experiment 1. An exploratory factor analysis, with direct Oblimin rotation, yielded a four-factor solution: First Time Learning, Omniscient Authority, Quick Learning, and Simple Learning. Experiment 2 presented three different computer graphics treatments (computer static graphics, computer animation, and video) to students with different epistemological beliefs. One hundred and sixty-seven students were tested to determine how they learned from different graphics types of instructional materials. Data of learning performance and attitudes were collected and analyzed. A significant main effect was found from different graphics types on students' learning. In addition, some significant main effects and interactions were found in students' attitudes about learning from the computer-based mathematic program.