The study concluded that: (1) Play of Logical Journey of the Zoombinis was a statistically significant factor in the regression model used to explain the variance in the change in students' reactions to 2 of the 16 attitude statements included in the MAS. The study presents an analysis of the mathematical reasoning skills required for successful play of Logical Journey of the Zoombinis and connects these reasoning skills to a discussion of cognition, deductive reasoning, hypothesis testing, and mathematical reasoning as it appears in the literature. Data on the frequency and type of mathematics instruction in subjects' classrooms were collected using the Teacher Instruction Report (TIR).
Additional data on math attitudes were collected from surveys of parents and teachers. Students were placed into one of three groups: a control group, a treatment group in which subjects completed workbooks containing math problems and a second treatment group in which subjects played the interactive CD-ROM game, Logical Journey of the Zoombinis. Subjects were administered two measurement instruments pre- and post-test: the Math Attitude Survey (MAS), adapted from the instrument designed by the Cognition and Technology Group at Vanderbilt (CTGV) to assess its Jasper Woodbury series and the Math Performance Test (MPT), comprised of 19 problems taken from the 1999 Grade 4 and Grade 8 New York State Math Assessment Tests. The subjects of this controlled experiment were 64 male and 80 female third- and fourth-grade students, their parents and classroom teachers, all of whom came from public school districts on Long Island, New York.
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