PROFESSIONAL PRESENTATIONS

The study examines college students’ confidence and anxiety toward educational technology tools such as MyOpenMath, MyLab Math, RStudio, and Python using the Computer Attitude Questionnaire (CAQ). Based on responses from 161 undergraduate math students, results show a reliable unidimensional structure with strong internal consistency. Male and online students reported slightly higher computer confidence, while age differences were minimal. The findings confirm the CAQ’s reliability for assessing technology attitudes in math education and recommend future confirmatory and longitudinal research on confidence and engagement.

Gamez, J., & Villalobos, O. (2025, November 1–3). ANALYZING THE SUITABILITY OF COMPUTER ATTITUDE QUESTIONNAIRE FOR MEASURING STUDENTS’ ATTITUDES TOWARDS TECHNOLOGY TOOLS USED IN MATHEMATICS EDUCATION [Presentation]. CELDA 2025, Porto, Portugal.

This study examines community college math students’ attitudes toward technology by combining the Computer Attitude Questionnaire (CAQ) and the Technology Acceptance Model (TAM). Using data from 200 students, results showed strong reliability for TAM and acceptable reliability for CAQ, confirming a three-factor structure (CAQ, Perceived Usefulness, Perceived Ease of Use). No major differences appeared by age or course type, though males reported slightly higher computer confidence. Findings validate the CAQ–TAM framework as a reliable tool for assessing technology acceptance in math education.

Villalobos, O., & Gamez, J. (2025, September 25–28). Exploring Attitudes and Acceptance at Community Colleges: An Exploratory Factor Analysis of CAQ and TAM in Online Classes [Presentation]. Fall 2025 UNT Residency Meeting, Denton, Texas, USA.

This literature review examines the role of instructional message design (IMD) in enhancing learning experiences for individuals with Autism Spectrum Disorder (ASD). By analyzing various IMD strategies, including multimedia learning, adaptive content systems, and video-based interventions, the study highlights their effectiveness in improving accessibility and engagement for ASD learners. The review synthesizes empirical findings, identifies gaps in the literature, and discusses future research directions for optimizing instructional strategies tailored to diverse learning needs.

Gamez, J., & Villalobos, O. (2025). Optimizing Instructional Message Design for Autism Intervention: Leveraging Multimedia Learning and Video-Based Strategies. In R. Jake Cohen (Ed.), Proceedings of the Society for Information Technology & Teacher Education International Conference (pp. 1103–1106). Orlando, FL, USA: Association for the Advancement of Computing in Education (AACE). Retrieved November 2, 2025, from https://www.learntechlib.org/primary/p/225639/.

Explore the Tutor-Advisor-Professor Initiative's impact on online college algebra outcomes through a detailed statistical analysis. Moreover, discover how integrating programming software enhances learning, highlighting significant improvements in student success using data.

Villalobos, O., & Gamez, J. (2024, November 14–17). Assessing an Online Math Initiative with Programming Integration [Presentation]. 50th AMATYC Annual Conference, Atlanta, Georgia, USA.

Do you have a love of programming language? Learn how to bring math applications and expand your students’ thought processes via Octave. The focus of the session will be the use of the program in College Algebra. Methods for incorporating the program into your course will also be discussed.

Villalobos, O. (2023, November 17–20). Expand Student Learning via Programming [Poster session]. 49th AMATYC Annual Conference, Omaha, Nebraska, USA.