Description
This study was conducted to assess the performance of 176 students who received algebra instruction through an online platform presented in one of two experimental conditions to explore the effect of personalized learning paths by comparing it with linearly flowing instruction. The study was designed around eight research questions investigating the effect of personalized learning paths on students’ learning, intrinsic motivation and satisfaction with their experience.
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Contributors
- Bicer, Alpay (Author)
- Bitter, Gary G. (Thesis advisor)
- Buss, Ray R (Committee member)
- Legacy, Jane M. (Committee member)
- Arizona State University (Publisher)
Date Created
- 2015
Subjects
- Educational technology
- Mathematics Education
- instructional design
- Adaptive learning
- Embedded Assessments
- Interactive multimedia
- Mathematics Education
- Personalized Learning
- Quadratics in Algebra
- Equations, Quadratic--Study and teaching.
- Equations, Quadratic
- Equations, Quadratic--Computer-assisted instruction.
- Equations, Quadratic
- Algebraic functions--Study and teaching.
- Algebraic functions
- Algebraic functions--Computer-assisted instruction.
- Algebraic functions
- Individualized instruction--Computer-assisted instruction.
- Individualized instruction
Resource Type
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Note
- Partial requirement for: Ph.D., Arizona State University, 2015Note typethesis
- Includes bibliographical references (pages 62-66)Note typebibliography
- Field of study: Educational technology
Citation and reuse
Statement of Responsibility
by Alpay Bicer