Thesis (M.Ed.(Curriculum Studies))--University of Pretoria, 2008. / Includes bibliographical references.

Not available / text

Thesis (M.I.T.Ed.)--University of Melbourne, Faculty of Education, 2002. / Typescript (photocopy). Title of CD-ROM in back pocket: Attachment 1 - Student work in audio format, June to August 2001 all participants. Includes bibliographical references (leaves 106-110).

Thesis (D.M.A.)--University of Texas at Austin, 1998. / Vita. Includes bibliographical references (leaves 181-205). Available also in a digital version from Dissertation Abstracts.

"The purposes of this study were: (1) to investigate the effectiveness of the computer-student interactive method in presenting statistical concepts and in instructing students in the applications of these concepts, and (2) to develop instruments that test for the understanding of these concepts and the mastery of these application skills"--Abstract. / Typescript. / "Spring Semester, 1990." / "Submitted to the Department of Curriculum and Instruction in partial fulfillment of the requirements for the degree of Doctor of Philosophy." / Advisor: E. T. Denmark, Professor Directing Dissertation. / Includes bibliographical references.

Wan, Chun Ho. / Thesis (M.Phil.)--Chinese University of Hong Kong, 2009. / Includes bibliographical references (leaves 86-92). / Abstract also in Chinese; appendix C-G in Chinese. / Abstract --- p.1 / 摘要 --- p.2 / Acknowledges --- p.3 / Table of Contents --- p.4 / List of Tables --- p.6 / List of Figures --- p.7 / Chapter Chapter 1: --- Introduction --- p.8 / Chapter 1.1 --- Computer-aided Language Learning (CALL) Review --- p.8 / Chapter 1.2 --- Research Challenges --- p.12 / Chapter 1.3 --- Research Considerations --- p.14 / Chapter 1.4 --- Our Research --- p.17 / Chapter Chapter 2: --- Achievement Accumulation --- p.19 / Chapter 2.1 --- Achievement Motivation --- p.19 / Chapter 2.2 --- Considerations for Language Learning --- p.23 / Chapter 2.3 --- Achievement Accumulation (AA) approach --- p.25 / Chapter 2.4 --- Achievement Retention --- p.30 / Chapter 2.5 --- Research Questions --- p.33 / Chapter Chapter 3: --- Vocabulary Building --- p.35 / Chapter 3.1 --- Vocabulary Building --- p.35 / Chapter 3.2 --- Research Design --- p.40 / Chapter 3.3 --- Research Evaluation --- p.51 / Chapter 3.4 --- Preliminary Study --- p.54 / Chapter 3.4.1 --- Vocabulary Accumulation --- p.55 / Chapter 3.4.2 --- Individual Learning --- p.55 / Chapter 3.4.3 --- Retention of Words --- p.56 / Chapter 3.4.4 --- Delay in Revision --- p.57 / Chapter 3.4.5 --- Number of Revisions --- p.58 / Chapter 3.4.6 --- Learning Efficiency --- p.58 / Chapter 3.4.7 --- Achievement Motivation --- p.59 / Chapter 3.4.8 --- Use of Dictionary --- p.60 / Chapter 3.4.9 --- Revision Reminder --- p.60 / Chapter 3.4.10 --- User Survey --- p.61 / Chapter 3.4.11 --- Case Study --- p.62 / Chapter 3.5 --- Discussion --- p.62 / Chapter 3.6 --- Summary --- p.63 / Chapter Chapter 4: --- Results and Discussions --- p.65 / Chapter 4.1 --- Comparative Experiment --- p.65 / Chapter 4.2 --- Quantitative Results --- p.68 / Chapter 4.2.1 --- Vocabulary Accumulation --- p.68 / Chapter 4.2.2 --- Revision Gain --- p.71 / Chapter 4.2.3 --- Learning Time Spent and Attempt Made --- p.72 / Chapter 4.2.4 --- Retention of Words --- p.73 / Chapter 4.2.5 --- Delay in Revision --- p.73 / Chapter 4.2.6 --- Number of Revisions --- p.74 / Chapter 4.2.7 --- Word Recognition Time --- p.75 / Chapter 4.2.8 --- Achievement Motivation --- p.76 / Chapter 4.2.9 --- Revision Reminder --- p.77 / Chapter 4.3 --- Qualitative Results --- p.78 / Chapter 4.3.1 --- Pre-Questionnaire Results --- p.78 / Chapter 4.3.2 --- Post-Questionnaire Results --- p.79 / Chapter 4.4 --- Discussion --- p.81 / Chapter Chapter 5: --- Conclusion --- p.84 / Bibliography / Appendix A: Questionnaire in Preliminary Study / Appendix B: Questionnaire Results in Preliminary Study / Appendix C: Pre-Questionnaire in Comparative Study / Appendix D: Post-Questionnaire in Comparative Study / Appendix E: Pre-Questionnaire Results in Comparative Study / Appendix F: Post-Questionnaire Results in Comparative Study / Appendix G: Newspaper Cutting

"December 2006" / Bibliography: leaves 299-333. / xi, 333 leaves : / Title page, contents and abstract only. The complete thesis in print form is available from the University Library. / Thesis (D.Ed.)--University of Adelaide, School of Education, 2007

Computer-Assisted Instruction (CAI) offers the potential to deliver cognitive and meta-cognitive strategies in mathematical word problem-solving for students with mathematics difficulties. However, there is a lack of commercially available CAI programs with cognitive and meta-cognitive strategies for mathematical word problemsolving that pay particular attention to the critical design features for students with mathematics difficulties. Therefore, empirical evidence regarding the effects of CAI program with cognitive and meta-cognitive strategies on the word problem-solving of students with mathematics difficulties has not been found. Considering the imperative need for a CAI program with cognitive and metacognitive strategies for students with mathematics difficulties, an interactive multimedia software, ‘Math Explorer,’ was designed, developed, and implemented to teach one-step addition and subtraction word problem-solving skills to students with mathematics difficulties. Math Explorer incorporates: (a) four-step cognitive strategies and corresponding three-step meta-cognitive strategies adapted from the research on cognitive and meta-cognitive strategies, and (b) instruction, interface, and interaction design features of CAI identified as crucial for successful delivery of cognitive and metacognitive strategies for students with mathematics difficulties. The purpose of this study was to investigate the effectiveness of Math Explorer, which was designed to be a potential tool to deliver cognitive and meta-cognitive strategy instruction in one-step addition and subtraction word problem-solving. Three research questions guided this study: (a) To what extent does the use of Math Explorer affect the accuracy performance of students with mathematics difficulties in grades 2-3 on computer-based tasks with one-step addition and subtraction word problem-solving?, (b) To what extent does the use of Math Explorer generalize to the accuracy performance of students with mathematics difficulties in grades 2-3 on paper/pencil-based tasks with one-step addition and subtraction word problem-solving?, and (c) To what extent does the use of Math Explorer maintain the accuracy performance of students with mathematics difficulties in grades 2-3 on computer- and paper/pencilbased tasks with one-step addition and subtraction word problem-solving? A multiple probe across subjects design was used for the study. Four students with mathematics difficulties participated in the pre-experimental (i.e., introduction; screening test; and computer training I) and experimental (i.e., baseline, computer training II, intervention, and follow-up) sessions over an 18-week period. Each week of the intervention phase, the students received an individual 20- to 30-minute Math Explorer intervention, at most, five days. After each intervention, they took the 10-minute computer- or paper/pencil-based tests developed by the researcher. The intervention phase for each student lasted five to seven weeks. Two weeks after termination of the intervention phase, their accuracy performance on the computer- and paper/pencil-based tests were examined during the follow-up phases. The findings of the study revealed that all four of the students were able to use the cognitive and meta-cognitive strategies to solve the addition and subtraction word problems and improved their accuracy performance on the computer-based tests. Their improved accuracy performance found on the computer-based tests was successfully transferred to the paper/pencil-based tests. About two weeks after termination of the intervention phase, except for one student who had many absences and behavioral problems during the extended intervention phase, the three students successfully maintained their improved accuracy performance during the follow-up phase. Taken together, the findings of the study clearly provide evidence that Math Explorer is an effective method for teaching one-step addition and subtraction word problem-solving skills to students with mathematics difficulties and suggest that the instruction, interface, and interaction design features of CAI program is carefully designed to produce successful mathematical performance of students with mathematics difficulties. Limitations of the research and implications for practice and future research were discussed. / text

Many claims have been made in the literature about the motivational effects of Information and Communication Technologies (ICT) on learners, leading them to have a positive perception towards their work, spend longer periods on tasks and be more committed to their learning. The author of the present study has utilized their previous research evidence of motivation and the results of other previous projects to investigate the factors which motivate educators to use ICT. This project was initiated to investigate the educator's perception, which has contributed to the continued use of ICT, by educators experienced in using it for teaching. The evidence discussed in this paper was collected through a literature search, educator documents, educators' reports or observations and interviews. Weiner's analysis of motivation research and cognitivists theories of reasoned action and planned behaviour have been used as a basis for the analysis of the results. Research findings show that the motivational factors which correlated most positively with the use of ICT were: perceived ability to use Information Technology (IT); level of resources available and their satisfaction with IT; and whether using IT in teaching is considered to be interesting, valuable and enjoyable. The most significant negative factor was difficulties experienced in using IT. Researcher also found that a whole range of other perception factors attributed by the educators to using ICT. Such as: making the lessons more interesting for the educator, increasing learners' motivation, improving presentation of materials, making the teaching more enjoyable, improving the content of the lesson, and making the lessons more fun for the learners, were considered by the educator respondents to contribute to the learners' progress in learning. / Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2006.

Title page, contents and abstract only. The complete thesis in print form is available from the University of Adelaide Library. / "This thesis investigates how a digital training environment might be contructed to allow humans to study the emergent tactical methods of game-playing artificial systems in an effort to gain new tactical skill. After a theroy-based examination of such typically disparate fields as artificial life, computer animation and educative theory, this thesis suggests that learners might be able to acquire new tactical skills as required by observing suitable artifical intelligences via an interactive environment constructed in accordance with the principles of the non language-based educative methodology of ’reflective learning’." --p. vi. / http://proxy.library.adelaide.edu.au/login?url= http://library.adelaide.edu.au/cgi-bin/Pwebrecon.cgi?BBID=1278824 / Thesis (Ph.D.) -- University of Adelaide, School of Architecture, 2007