This study examined the differences in achievement between groups exhibiting different cultural dimensions in a particular online instructional environment. Variables were measured concerning the relationship between instructional environments, cultural dimensions and online learner preference. The subjects of this study were a representative sample of groups of graduate students from different cultures. The instrument was composed of a treatment that was represented across two instructional environments. A web-based tool measured participant?s cultural dimension, recall, transfer of knowledge and learning preference. A 2 x 2 x 2 ANOVA analysis method was used to examine the effects of individualism and collectivism on learner preference and achievement (recall, transfer). Significance in transfer measures was found. This indicated deep understanding of materials for collectivist participants. Correlational analysis revealed significance between cultural dimension and learner preference for instructional methods. Findings were consistent with the body of literature on cross-cultural psychology. / Ph. D.

O presente estudo tem por objetivo geral a análise dos efeitos do emprego de jogos e simulações nas atividades educacionais, bem como a sua contribuição para a composição de um ambiente que promova aumento nos níveis de motivação e de desempenho no processo de aprendizagem. A relevância do tema se dá em virtude da atenção dada ao problema gerado pelo descompasso entre as demandas dos estudantes nascidos na era do domínio dos aparatos digitais, e a oferta de metodologias ainda baseadas em estratégias convencionais. Diante disso, surge a motivação para a realização desta pesquisa, a qual busca evidências sobre os reflexos do emprego de jogo eletrônico SimCity na execução das atividades instrucionais realizadas na disciplina de contabilidade governamental. Para tanto, foi utilizado o método quase experimental, com a formação de um grupo experimental e outro de controle. As diferenças, referentes aos níveis de desempenho, foram coletadas por meio da realização de uma observação inicial (pré-teste) e de uma observação final (pós-teste). Da população acessível da pesquisa, foi extraída uma amostra com dados que foram expostos aos testes estatísticos paramétricos. Já em relação à variável qualitativa de motivação, a coleta de dados foi realizada por meio da aplicação do modelo ARCS, desenvolvido por Keller, que apresentou medidas para a motivação, baseada em resultados parciais referentes às dimensões da Atenção, Relevância, Confiança e Satisfação. As conclusões indicam a existência de efeitos positivos da aplicação dos jogos eletrônicos, na constituição de ambientes instrucionais, quando realizadas comparações com os resultados alcançados com a aplicação de técnicas convencionais na execução dos processos instrucionais. / This study has as its general goal to analyze the effects of the use of games and simulations in educational activities as well as its contribution to the composition of an instructional environment that promotes increased levels of motivation and performance in the learning process. The relevance of this issue takes place due to the mismatch between the demands of the students who were born in the area of digital devices, and the offering of methodologies which are still based on conventional strategies. Thus, the motivation for this research appears, seeking evidence on the consequences of the use of the electronic game SimCity in the implementation of instructional activities in government accounting discipline. For this purpose, the quasi-experimental method was used, with the formation of an experimental group and a control group. The differences regarding the levels of performance were collected by conducting an initial observation (pre-test) and a final observation (post-test). From the accessible population of the research, a sample was extracted with data that were exposed to parametric statistical tests. In relation to the qualitative variable of motivation, data collection was performed by application of the ARCS model, developed by Keller, who introduced measures for motivation, based on partial results regarding the dimensions of Attention, Relevance, Confidence, and Satisfaction. The conclusions indicate that there are positive effects for the implementation of electronic games, in the creation of instructional environments, when comparisons were performed considering the results achieved with the application of conventional techniques in the implementation of instructional processes.

O presente estudo tem por objetivo geral a análise dos efeitos do emprego de jogos e simulações nas atividades educacionais, bem como a sua contribuição para a composição de um ambiente que promova aumento nos níveis de motivação e de desempenho no processo de aprendizagem. A relevância do tema se dá em virtude da atenção dada ao problema gerado pelo descompasso entre as demandas dos estudantes nascidos na era do domínio dos aparatos digitais, e a oferta de metodologias ainda baseadas em estratégias convencionais. Diante disso, surge a motivação para a realização desta pesquisa, a qual busca evidências sobre os reflexos do emprego de jogo eletrônico SimCity na execução das atividades instrucionais realizadas na disciplina de contabilidade governamental. Para tanto, foi utilizado o método quase experimental, com a formação de um grupo experimental e outro de controle. As diferenças, referentes aos níveis de desempenho, foram coletadas por meio da realização de uma observação inicial (pré-teste) e de uma observação final (pós-teste). Da população acessível da pesquisa, foi extraída uma amostra com dados que foram expostos aos testes estatísticos paramétricos. Já em relação à variável qualitativa de motivação, a coleta de dados foi realizada por meio da aplicação do modelo ARCS, desenvolvido por Keller, que apresentou medidas para a motivação, baseada em resultados parciais referentes às dimensões da Atenção, Relevância, Confiança e Satisfação. As conclusões indicam a existência de efeitos positivos da aplicação dos jogos eletrônicos, na constituição de ambientes instrucionais, quando realizadas comparações com os resultados alcançados com a aplicação de técnicas convencionais na execução dos processos instrucionais. / This study has as its general goal to analyze the effects of the use of games and simulations in educational activities as well as its contribution to the composition of an instructional environment that promotes increased levels of motivation and performance in the learning process. The relevance of this issue takes place due to the mismatch between the demands of the students who were born in the area of digital devices, and the offering of methodologies which are still based on conventional strategies. Thus, the motivation for this research appears, seeking evidence on the consequences of the use of the electronic game SimCity in the implementation of instructional activities in government accounting discipline. For this purpose, the quasi-experimental method was used, with the formation of an experimental group and a control group. The differences regarding the levels of performance were collected by conducting an initial observation (pre-test) and a final observation (post-test). From the accessible population of the research, a sample was extracted with data that were exposed to parametric statistical tests. In relation to the qualitative variable of motivation, data collection was performed by application of the ARCS model, developed by Keller, who introduced measures for motivation, based on partial results regarding the dimensions of Attention, Relevance, Confidence, and Satisfaction. The conclusions indicate that there are positive effects for the implementation of electronic games, in the creation of instructional environments, when comparisons were performed considering the results achieved with the application of conventional techniques in the implementation of instructional processes.

The purpose of this study was to analyze the use of a course management system in relation to faculty characteristics and instructional environments at a rural community college in California. The use of the course management system, Blackboard, was the technology studied. This study used a nonexperimental quantitative ex post facto research design to analyze the use of Blackboard at all classes in fall semester 2008. This study used 10 faculty characteristics and five instructional environment conditions as the independent variables and the basis for analyses. The 10 faculty characteristics were age, gender, highest degree earned, discipline, number of faculty teaching in the discipline, number of courses teaching by an individual faculty member, average class size, number of years teaching, employment status, and hourly pay rate. The five instructional environmental conditions were teaching location, course delivery method, course type, career technical education status and course duration. The dependent variable was the use of a course management system. Elements of the course management system were placed into four general categories—activated, static, interactive and multimedia. Pearson's correlation analyses were calculated to identify any significant relationships between faculty characteristics and use of a course management system and between instructional environmental conditions and the use of a course management system. Cramer's V was used to determine the strength of those relationships. Faculty who were female, had more formal education, were tenured, earned more money, taught on campus, taught online or taught for the fill semester were more likely to use a course management system. There were moderate to strong relationships for faculty who were female, had more formal education, were tenured, earned more money, taught on campus, or taught online. Institutions of higher education are investing fiscal, human and technological resources in the purchase and deployment of course management systems. This study can be replicated by any college that has the ability to gather information about faculty and their use of a technology. Once the method by which the data is collected is determined, it can be repeated at regular intervals in order to track the progress of the adoption of the technology. This data can then be used by college leaders as an evaluative tool within the college's planning processes.

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