Therefore, asserting that analytical participants in traditional classrooms or visual participants in CAS-supported classrooms can obtain more acquisitions would be wrong.
Also, Tra-V and CAS-V codes were used to define visual participants who are in traditional and CAS-supported environments.
Participants who have the most positive and negative attitudes towards CAS usage are visual participants in the CAS group (CAS-V) and analytical participant in traditional group (Tra-A), respectively.
According to the results obtained from the interview findings, visual participants demanded CAS support more than analytical participants, and the relation between objectives and acquisitions are important in attitudes about integrating technology into calculus.
Participants who are analytical thinkers remain more distant to CAS usage than visual participants in calculus, and the fact that acquisitions, which were thought to be accomplished by the end of the course were limited, might have affected the attitudes of analytical participants regarding CAS usage.
While visual participants demanded CAS support more than analytical ones because of the fact that they obtained their objectives better, participants in the traditional group generally remained distant from the usage of CAS due to epistemological beliefs related to the abstract nature of the calculus.
Besides, the fact that visual participants pointed out more acquisitions than analytical participants at the end of the CAS-supported teaching process may show that analytical thinkers are either not aware of acquisitions such as "using representations" and "visualization" or they do not regard these acquisitions as mathematical qualifications.
In order to assess visual perception, participants were asked to respond quickly and accurately; they were not able to change previous responses.
For example, 66% of the visual checking participants produced incorrect values for coefficient alpha, which was sometimes wrong by more than.40.
Using a robotic exoskeleton coupled with a virtual visual environment, participants tilted a virtual table through continuous wrist flexion/extension movements with the goal to position a rolling ball on table into a target.
