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There are multiple reasons that justify teaching computer game design. Its multi-aspectual nature creates opportunity to develop, at the same time, creativity, technical skills and ability to work in team. Thinking of game design classes, one needs direction on what to focus on so that the students could benefit the most. In this paper, we present results of a survey on both the students' and working professionals' expectations from game design course and opinions on game designer job. Although sometimes consistent, the answers from the two groups often reveal significant discrepancies. We believe that the results presented in this paper can help improve the quality of computer game design courses and make their learning outcomes more compatible with the needs of the computer game industry.

This paper describes the genesis and purpose of our geometry methods course, focusing on a geometry-teaching technology we created using NVIDIA[R] Chameleon demonstration. This article presents examples from a sequence of lessons centered about a 3D computer graphics demonstration of the chameleon and its geometry. In addition, we present data addressing the tools' effectiveness at helping preservice teachers learning geometric concepts, as well as changing preservice teachers' perceptions and attitudes about geometry. (Contains 2 tables and 4 figures.)

The paper describes the adaptation methods of the active methodologies of the new European higher education area in the new Audiovisual Communication degree under the perspective of subjects related to the area of the interactive communication in Europe. The proposed active methodologies have been experimentally implemented into the new academic curricular development of the subjects, leading to a docent adjustment for the professors who currently teach lectures and who have been evaluated for the first time.

The emergence of technology has led to numerous changes in mathematical and statistical teaching and learning which has improved the quality of instruction and teacher/student interactions. The teaching of statistics, for example, has shifted from mathematical calculations to higher level cognitive abilities such as reasoning, interpretation, and evaluation (Ben-Zvi, 2000). Visualization is one such technological tool and can be defined as the graphical display of information. The benefit of this approach is in providing the viewer with a visual means of processing information (Segenchuk, 1997). Since the 1980's, graphical aids have been viewed as an innovative strategy in education, especially for math or science related subjects. The purpose of this study is to investigate the use of Flash applets on Pocket PCs in statistics education, specifically in the quality of instruction and teacher/student interactions. Pocket PCs and PDAs are a cheaper option than computer workstations and laptops, and easier to use in team activities. A Flash applet on sampling distributions was developed for use in a Windows Pocket PC unit, and tested using active learning activities in teaching statistical concepts. Results and suggested uses of the applet are discussed.

This paper presents a review of literature that introduces major concepts and issues in using avatars and pedagogical agents in first- and second-person virtual environments (VEs) for learning online. In these VEs, avatars and pedagogical agents represent self and other learners/participants or serve as personal learning "guides". The paper offers insights into the relationship of online VEs and their components to computer games and discusses the roles of the Computer as Social Actor (CASA) paradigm, anthropomorphism, ethopoeia, and homophily in these learning environments. It defines and illustrates the terminology and conventions used in VE technology, discusses social aspects of human learning in online VEs, reviews relevant literature, introduces theories relevant to designing these environments, and suggests some models for research to advance the currently limited knowledge of how, why, when, and for whom these online learning environments may be most effective.

This paper aims to address the need of increasing student achievement in mathematics using a visual programming language such as Scratch. This visual programming language facilitates creating an environment where students in K-12 education can develop mathematical simulations while learning a visual programming language at the same time. Furthermore, the study of visual programming tools as a means to increase student achievement in mathematics could possibly generate interests within the computer-supported collaborative learning community. According to Jerome Bruner in Children Learn By Doing, "knowing how something is put together is worth a thousand facts about it. It permits you to go beyond it" (Bruner, 1984, p.183).

As the construction industry advances technologically, it becomes imperative to introduce the respective information technology tools to present-day curriculum. This research study was conducted to identify any significant differences in student performance contributed by using an information technology tool, specifically the Apple® iPad® tablet. iPad tablets were used to electronically present construction drawings to a treatment group, and a control group was given traditional paper drawings. Following an instructional lecture, students were given a test based on the provided construction drawings. The test results indicate that there was no significant difference in performance between students who used the information technology tool to complete the test and those who used traditional paper drawings to complete the same test. The treatment group also answered a usability survey, which helped to comprehend how students perceive the tablet's usability. Students indicated that they would like to use the tool in the future.

This paper presents a teaching kit that combines the fabrication of a low-cost microcontroller-based potentiostat and a LabVIEW-generated graphical user interface. The potentiostat enables undergraduate-level students to learn electroanalytical techniques and characterize energy conversion devices such as solar cells. The purpose of this teaching module is to make the introduction of electrochemistry accessible to undergraduate laboratories, especially those with limited financial resources and without expertise in electronics or programming. The electronic circuit components for the potentiostat are readily available and easy to assemble. The graphical user interface replaces any programming-based interface, displays data in real time, and interacts with user commands. The software package is a stand-alone executable file that is compatible with any PC and is provided in the Supporting Information. Cyclic voltammetry, linear sweep voltammetry, and chronoamperometry functions are demonstrated with representative electrochemical experiments, and the data obtained are comparable to those obtained with a research-grade potentiostat. This teaching module is user-friendly so that it can be easily adapted into the undergraduate classroom. We make available in the Supporting Information all of the necessary instructions and information, including schematics for the potentiostat, circuit layout, electronic components, case fabrication, step-by-step instructions for assembly, software user interface, and detailed operating instructions.

In order to further validate and extend the application of "GIKS" (Graphical Interface of Knowledge Structure) beyond English, this investigation applies the "GIKS" to capture, visually represent, and compare text structures inherent in two "contrasting" languages. The English and parallel Korean versions of 50 expository and 50 narrative texts from "Newsweek," "Popular Science" and "Vogue" magazines were converted into Pathfinder network graphs for analysis, based on key concepts and their relative proximity relationships in the texts. Results indicate that the novel text structures obtained by this approach reveal unique, useful, and interesting linguistic differences for the English and Korean texts, confirming prior linguistic literature (Sohn 2001). Particularly, the analyses show that the expository text structures are somewhat similar between these two languages while the narrative text structures are quite different. These findings demonstrate the utility of the "GIKS" for representing the nature of texts as manifested in different languages. If further confirmed in other languages, this computer-based approach could offer a new way for students and instructors to interact with lesson texts by providing a visual representation of text structure, regardless of language.

ARKit is a framework which allows developers to create augmented reality apps for the iPhone and iPad. In a previous study, we had shown that it could be used to detect position in educational physics experiments and emphasized that the ability to provide position data in real-time was one of the prominent features of this newly emerging technology. In this study, we demonstrate an example of how real-time data acquisition can be employed in educational settings, report some of the limitations of ARKit and how we have overcome these limitations. By means of ARKit or a similar framework, ordinary mobile devices can be adapted for use in microcomputer-based lab activities.

The correct use of visual perspective is one of the main reasons that virtual reality environments and realistic works of art look lifelike. Geometric construction techniques used by artists to achieve an accurate perspective effect were developed during the Renaissance. With the rise of computer graphics, translating the geometric ideas of 600 years ago into algebra-based algorithms became necessary. Today's algorithms can be understood via the function concept: Each point of a three-dimensional (3D) environment is mapped to a point on a two-dimensional (2D) screen. The purpose of the activity described in this article is to use the input/output definition of a function as a crucial step in developing the Perspective Projection Rule (PPR). This simple yet powerful rule turns out to be a function that governs the creation of a wide range of realistic images from virtual reality environments to three-dimensional illusion art. Students were intrigued by the real-world applications of this activity, such as computer graphics, and overwhelmingly reported the appeal of the artwork component.

We investigate the way students' reasoning about evolution can be supported by drawing-based modeling. We modified the drawing-based modeling tool SimSketch to allow for modeling evolutionary processes. In three iterations of development and testing, students in lower secondary education worked on creating an evolutionary model. After each iteration, the user interface and instructions were adjusted based on students' remarks and the teacher's observations. Students' conversations were analyzed on reasoning complexity as a measurement of efficacy of the modeling tool and the instructions. These findings were also used to compose a set of recommendations for teachers and curriculum designers for using and constructing models in the classroom. Our findings suggest that to stimulate scientific reasoning in students working with a drawing-based modeling, tool instruction about the tool and the domain should be integrated. In creating models, a sufficient level of scaffolding is necessary. Without appropriate scaffolds, students are not able to create the model. With scaffolding that is too high, students may show reasoning that incorrectly assigns external causes to behavior in the model.

Augmented and virtual reality applications bring new insights to real world objects and scenarios. This paper shares research results of the TalkTech project, an ongoing study investigating the impact of learning about new technologies as members of global communities. This study shares results of a collaborative learning project about augmented and virtual reality and their applications in a variety of businesses and industries. In the TalkTech project, students from universities in the United States and Romania collaboratively work together to research the use of augmented and virtual reality in an assigned industry, create original augmented reality artifacts, and communicate and share their findings with their international partners. The authors evaluate the TalkTech project through the lens of the SAMR (Substitution, Augmentation, Modification, Redefinition) framework as a pedagogy to enhance student learning about augmented reality and improve students' digital skills. The paper also discusses the SAMR framework as implemented in the TalkTech project and its application to creating learning projects to transform Information Systems education.

Engineering programs need to prepare the next generation of engineering professionals for tackling sustainability challenges that impact the social, environmental, and economic progress of the nation. This paper describes how the sustainable design concept was integrated into a freshman-level engineering gateway course that emphasized creative thinking and innovation through an open-ended team project. The goal of the study is to improve students' study skills to prepare them to be the next generation of engineering professionals. The expected outcomes are increased and improved innovative thinking, communication, and teamwork skills. A questionnaire-based methodology is used to assess the success of the study using data collected over three years. The assessment results indicated that students liked the sustainable design project and that their innovative thinking, communication, and teamwork skills were improved by it. A summary of lessons learned during the study is included and a future plan is discussed.

This article argues that mathematical knowledge, and its related pedagogy, is inextricably linked to the tools in which the knowledge is expressed. The focus is on digital tools and the different roles they play in shaping mathematical meanings and in transforming the mathematical practices of learners and teachers. Six categories of digital tool-use that distinguish their differing potential are presented: (1) dynamic and graphical tools; (2) tools that outsource processing power; (3) tools that offer new representational infrastructures for mathematics; (4) tools that help to bridge the gap between school mathematics and the students' world; (5) tools that exploit high-bandwidth connectivity to support mathematics learning; and (6) tools that offer intelligent support for the teacher when their students engage in exploratory learning with digital technologies Following exemplification of each category, the article ends with some reflections on the progress of research in this area and identifies some remaining challenges.

The main purpose of this study was to provide instructional suggestions for supporting science learning in digital environments based on a review of eye tracking studies in e-learning related areas. Thirty-three eye-tracking studies from 2005 to 2014 were selected from the Social Science Citation Index (SSCI) database for review. Through a literature analysis program, CATA, and in-depth content analysis of the research methods and findings, five research theme clusters were abstracted from the selected papers, namely, cognitive activities in processing multimedia presentations, multimedia effects, roles of personal factors, effects of instructional design, and learning with dynamic e-platforms. Based on the results of the in-depth theme analyses, it is suggested that the design of e-learning instruction should consider placing related text and graphics in adjacent areas, using one verbal mode at a time, and providing explicit and clear verbal explanations. When using animations, instructors need to explain carefully the goals and contents of the animations to reduce the extraneous cognitive load. In the dynamic learning environment, a pre-training program is necessary for students to become familiar with the new environment. Finally, individual differences such as background knowledge, cognitive abilities and cognitive styles should be taken into consideration in the instructional design.

The purpose of this study was to determine the influence of computer-aided design (CAD) software-based instruction on the spatial visualisation skills of freshman engineering students in a computer-aided engineering drawing course. A quasi-experimental design was applied, using the Purdue Spatial Visualization Test-Visualization of Rotations (PSVT:R) for both the pre- and the post-test. The participants were 116 freshman students in the first year of their undergraduate programme in the Department of Mechanical Engineering at a university in Turkey. A total of 72 students comprised the experimental group; they were instructed with CAD-based activities in an engineering drawing course. The control group consisted of 44 students who did not attend this course. The results of the study showed that a CAD-based engineering drawing course had a positive effect on developing engineering students' spatial visualisation skills. Additionally, the results of the study showed that spatial visualisation skills can be a predictor for success in a computer-aided engineering drawing course.

Although the caseload of students with categorical disabilities and limited English proficiency has increased in recent years for secondary engineering design graphics teachers, the level of preparation to teach students with these characteristics has not. Given that teachers must develop inclusive classroom environments for all students, the current state for teacher preparation in regards to working with students with categorical disabilities and limited English proficiency needs to be explored. This study analyzes data from the School and Staffing Survey Teacher Questionnaire to determine the current characteristics, credentialing, and caseload for secondary engineering design graphics teachers. The results show that almost two-thirds of engineering design graphics teachers have a bachelor's degree or less, while half of those have less than a bachelor's degree. In addition, approximately one-third of all engineering design graphics teachers are certified through alternative licensing programs, which include little to no preparation in working with students with categorical disabilities and limited English proficiency. The implications of these results are that as caseloads increase for teachers working with students with categorical disabilities and limited English proficiency, more preparation is required to provide teachers with evidence-based pedagogy in order for these students to achieve their learning potential.

This paper briefly reviews the author's experiences over the past four decades in transforming the Engineering Design Graphics (EDG) curriculum. During this time, the field has seen a remarkable evolution from manual drafting to 3-D computer modeling with its many applications to engineering design and analysis. The paper will further discuss the current status of the EDG curriculum at the author's home institution. The current concept is an EDG collaboratory space, in which teamwork and a design project are the overarching theme in which graphics and 3-D modeling fundamentals are taught.

The impact of spatial visualization ability on student outcomes in a freshman-level, 3D modeling class is explored by analyzing connections between students' spatial ability pre- and post-test scores, course grades, and self-reported difficulty of an assignment. Analysis of the results indicate that spatial visualization ability, as measured by the post-test, is strongly correlated with perceived difficulty, exam grades, and overall course grade. Students' spatial visualization scores increased over the semester by an average of 9.4%; however, students with low spatial visualization ability underperform compared to their peers.

Recognition of the need to move from research "on" children to research "with" children has prompted significant theoretical and methodological debate as to how young children can be positioned as active participants in the research process. Visual research methods such as drawing, photography, and videography have received substantive attention in child-centred research paradigms. However, despite their increasing ubiquity in young children's lifeworlds, technology or media-based visual materials have received little interest. This article reports on a study which used emoji as a visual research method for eliciting young children's (aged three to five years) understandings and experiences of well-being. Findings elucidate the capacity of emoji as a visual research method for eliciting children's voices, and considerations for its use in child research.

Many students find understanding confidence intervals difficult, especially because of the amalgamation of concepts such as confidence levels, standard error, point estimates and sample sizes. An R Shiny application was created to assist the learning process of confidence intervals using graphics and data from the US National Basketball Association.

Self-regulated learning is an important means of supporting students' self-awareness and self-regulation level so as to enhance their motivation and engagement. Interaction Analysis (IA) contributes to this end, and its use in studying learning dynamics involved in asynchronous Computer-Supported Collaborative Learning (CSCL) activities has rightfully increased in recent years. This paper presents a case study regarding the impact IA graphs have on students' self-regulation, during a blog-based learning activity. More specifically, 52 secondary education students--a control group (25 students without IA toolkit support) and an experimental group (27 students with IA toolkit support)--used a blog, as a communication and information management medium for creating Scratch games. The statistical analysis of their responses to the Self-Regulation Questionnaire, before and after the activity, indicates that IA graphs facilitated their self-regulation capacity. The results support the initial hypothesis, namely that IA constitutes an important module for self-regulation in CSCL settings, enhancing the collaborative learning activity.

This report details the second phase of an ongoing research project investigating the visual invention and composition processes of scientific researchers. In this phase, four academic researchers completed think-aloud protocols as they composed graphics for research presentations; they also answered follow-up questions about their visual education, pedagogy, genres of practice, and interactions with publics. Results are presented first as narratives and then as topologies--visualizations of the communal beliefs, values, and norms ("topoi") that connect the individual narratives to wider community practices. Results point toward an ecological model of visual invention and composition strategies in the crafting of research graphics. They also suggest that these strategies may be underrepresented in scientists' education. More explicit attention to them may help improve STEM visual literacy for nonexperts.

Using Excel, an interactive program is designed to simulate the Solow and endogenous growth models to facilitate the understanding of these models for students of growth theory and macroeconomics.

This paper describes qualitative and quantitative research conducted with middle school students participating in a Future Cities Engineering course. Insights were sought regarding both affective and cognitive changes which transpired during the one-semester schedule of activities focused on modeling the infrastructure of a city built 150 years in the future. Modeling activities consisted of both a computer simulation, "SimCity 3000 Unlimited," and the construction of a physical scale model depicting student visions. To determine the efficacy of "SimCity" in serving as a realistic modeling tool, the software was "ground-truthed" by comparing "Sim" dimensions to the dimensions of analogous objects (roads, water pipes) in the real world. An age-appropriate attitude survey was developed and administered with the goal of measuring student disposition towards the engineering profession. Additionally, a multiple-choice content test was developed and administered both pre and post instruction to obtain a quantifiable measure of student learning. Findings show that student participation in such a course can lay favorable foundations for appreciation of and participation in the engineering profession.

Education is an active process in which instructors apply various devices to make the material to be taught more suitable for students' perception. As the capabilities of available devices improve, so should the methods of teaching make the best use of them. No tool can ever replace an instructor, but tools can enhance the efficiency of education. Involving computers in the process of teaching is feasible only when it can actually provide new educational methods that were unavailable before, due to time or material limitations. In my article I'd like to introduce two such new methods that, when used together with traditional methods, can support visual education by increasing the number of possible approaches to a topic being taught. One of these methods is about teaching color theory, while the other is about shadows.

Computer games are no longer just for entertainment; they have also become a useful instructional strategy for acquiring knowledge. When games are used for purposes other than strict entertainment they become serious games. The goal of serious games is to enable the player to learn a task, master a strategy or develop a skill. Serious games can be used for education and training in any organization, including military, K-20 education, business and industry. The application of serious games in a wide arena requires an ontology for designing high-quality materials.

Growing consensus among policy makers and educators alike suggests that our education system must be transformed to address the needs of a global society as well as the needs of the 21st century student. Often overlooked as a resource, students can contribute a valuable perspective on education. The purpose of this study, therefore, was to learn from middle grades students, through surveys and focus groups, what engages them to achieve in school. The findings, which centered on student perspectives of school, uses of technologies in and out of school, and academic engagement, are viewed within the context of global changes and the new demands that this trend places on education. (Contains 3 tables and 4 figures.)

The communication and collaborative interface known as a multi-user virtual environment (MUVE), has existed since as early as the late 1970s. MUVEs refer to programs that have an animated character ("avatar") controlled by a user within a wider environment that can be explored--or built--at will. Second Life, a MUVE created by San Francisco-based Linden Lab, has generated a great deal of media attention in recent months. This attention has attracted hundreds of thousands of new users ("residents"), including a growing population of educators who are seeing all kinds of possibilities. Dozens of universities and colleges are using the main grid to teach both traditional and distance learning classes. A growing number of middle and high school educators are focusing their attention on the Teen grid, designed specifically for students age 13-17 and educators who have been approved by Linden Lab. This article presents the stories of Peg Sheehy, a middle school educator in the Ramapo Central School District (RCSD) in Rockland County, New York and Barry Joseph, director of online leadership for Global Kids, a non-profit organization located in New York City as digital immigrants. (Contains 8 resources.)

New developments in technology, irrespective of the fields. These have a potential role to play in the field of education and training, especially distance education, to transform it into an interactive paradigm. These can provide education beyond the boundaries of a nation and/or state making it accessible to learners at their own pace. These are instructional means used for effective, productive and interactive teaching learning process. At present, effective and efficient teaching learning process is potentially possible at any time, any place and in any discipline. It occurs in changed environment with a shift from teacher centered teaching to student centered learning. The greater emphasis is on students' activity rather on teachers'. Teachers are required to play new role in new settings. Accumulated knowledge and experience occupies central place, to which students have direct access. Students learn not only by the teacher but also with the teacher by interacting with one another, teachers and institution through emerging technologies. In this article effort has been made to point out the impact and potential role of emerging technologies in distance education.

Google has been the search engine of choice for most Web surfers for the past half decade. More recently, the creative founders of the popular search engine have been busily creating and testing a variety of useful products that will appeal to gifted learners of varying ages. The purpose of this paper is to share information about three of these products that can be downloaded and used free of charge. These three Google products: (1) Google Earth; (2) Google SketchUp; and (3) Google Spreadsheet, are discussed. (Contains 16 figures.)

The premise of this paper is that computer-generated art is a valid therapeutic modality for empowering clients and fostering the therapeutic alliance. The author presents traditional art making methods (drawing, painting, photography, collage, and sculpture) combined or enhanced with photopaint programs and 3D computer modeling and animation software such as Adobe Photoshop, Flying Colors, and People Putty. Case studies and therapeutic interventions which utilize computer art therapy are provided to illustrate how to incorporate these methods into the art therapy setting. By comparing the unique tools of various visual graphics and virtual sculpture programs to those of more traditional methods of art making, the author concludes that computer art making has become an integral part of the process of making art and is a valid medium for individual self-expression and art therapy. (Contains 8 figures.)

Present Educational Modelling Languages are used to formally specify abstract learning scenarios in a machine-interpretable format. Current tooling does not provide teachers/designers with some graphical facilities to help them in reusing existent scenarios. They need human-readable representations. This paper discusses the UML4LD experimental research work in relation to the graphical representation of abstract learning scenarios. We discuss the benefits teachers/designers can expect to reach as well as some scientific and/or technical obstacles researchers have to overcome to realize such models transformation. Our experiment concretely concerns the automatic generation of UML activity diagrams from IMS-LD learning scenarios. (Contains 1 table and 6 figures.)

Following a pretest, 8 participants who were unfamiliar with algebraic and trigonometric functions received a brief presentation on the rectangular coordinate system. Next, they participated in a computer-interactive matching-to-sample procedure that trained formula-to-formula and formula-to-graph relations. Then, they were exposed to 40 novel formula-to-graph tests and 10 novel graph-to-formula tests. Seven of the 8 participants showed substantial improvement in identifying formula-to-graph relations; however, in the test of novel graph-to-formula relations, participants tended to select equations in their factored form. Next, we manipulated contextual cues in the form of rules regarding mathematical preferences. First, we informed participants that standard forms of equations were preferred over factored forms. In a subsequent test of 10 additional novel graph-to-formula relations, participants shifted their selections to favor equations in their standard form. This reference reversed during 10 more tests when financial reward was made contingent on correct identification of formulas in factored form. Formula preferences and transformation of novel mathematical and stimulus functions are discussed. (Contains 1 table and 9 figures.)

In developing countries like India, the onus of development lies mainly with the government, which faces the predicament of multiple demands and limited resources. This leads to a situation where even fundamental objectives such as basic literacy for all are not met. On the other hand, there exists a vibrant private sector, which has resources and the desire to undertake social responsibility. This sector is also coming up with innovative approaches to overcome barriers to education and is targeting the have-nots. Minimally Invasive Education (MIE) is one such endeavour. This paper discusses results obtained from Madangir (New Delhi), one of the sites where MIE learning stations were installed. It encourages children to learn on their own, with minimal, or no intervention. Children are provided with free access to computers in an open outdoor location. The informal environment enables children to acquire computer literacy, enhance their academic levels and imbibe other life skills. This project is an illustration of a public-private partnership between the Government of Delhi and NIIT (India's leading private sector corporation offering IT education, training and global IT learning solutions) to overcome digital illiteracy. (Contains 9 footnotes and 5 figures.)

The development of abstract mathematical thinking is an essential part of mathematics and the geometry is regarded as a suitable domain to serve this purpose. As different technologies such as computers and graphing calculators are widely being used, curriculum developers on geometry should take these technologies into consideration. Several Logo-based computer environments have been designed to develop conceptual understanding and abstract thinking in geometry. A new graphical logo environment, LogoTurk, has been designed to eliminate some deficiencies in these environments and to provide a graphical environment in which students could explore geometric concepts and relations in different ways. The purpose of this paper is: (1) to present the pedagogical needs to develop a new graphical logo design; (2) to introduce the graphical features of LogoTurk meeting these needs; and (3) to evaluate this new design. Appended are: (1) Some figures created by using LogoTurk; (2) Some house figures created by using LogoTurk; and (3) Graphical Elements of LogoTurk. (Contains 8 figures and 1 table.)

The inability of computer users who are visually impaired to access graphical user interfaces (GUIs) has led researchers to propose approaches for adapting GUIs to auditory interfaces, with the goal of providing access for visually impaired people. This article outlines the issues involved in nonvisual access to graphical user interfaces, reviews current research in this field, classifies methods and approaches, and discusses the extent to which researchers have resolved these issues.

Digital photos and digital movies offer an excellent way of bringing real world situations into the mathematics classroom. The technologies surveyed here are feasible for everyday classroom use and inexpensive. Examples are drawn from the teaching of Cartesian coordinates, linear functions, ratio and Pythagoras' theorem using still images, and quadratic functions using moving images. Resources and tips for creating suitable images for analysis are given. (Contains 6 figures.)

This paper provides a model of course-embedded assessment for use in an undergraduate Accounting Information Systems course, and reports the results obtained from implementation. The profession's educational objectives are mapped to specific computer skills and assignments, to provide direct evidence of learning outcomes. Indirect evidence of learning is provided by data collected with computer self-efficacy instrumentation. The paper addresses an important issue for persons entering the profession, in that they may have learned to use specific computer applications, but may lack the confidence in their own ability to use these skills. This may impact their ability to gain employment, or to maintain employment in accounting. The data collected may be employed to assess how well an AIS course supports the mission of its school, by demonstrating the acquisition of IT skills and the necessary self-efficacy to use those skills.