From Here to There! Elementary: A Game-Based Approach to Developing Number Sense and Early Algebraic Understanding

Autor/inn/en	Hulse, Taylyn; Daigle, Maria; Manzo, Daniel; Braith, Lindsay; Harrison, Avery; Ottmar, Erin
Titel	From Here to There! Elementary: A Game-Based Approach to Developing Number Sense and Early Algebraic Understanding
Quelle	67 (2019), S.423-441 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	ORCID (Ottmar, Erin) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Elementary School Students; Elementary School Mathematics; Mathematics Education; Algebra; Mathematics Achievement; Educational Games; Problem Solving; Mathematics Instruction; Educational Technology; Technology Uses in Education; Mathematical Concepts; Interaction; Student Behavior; Teaching Methods; Instructional Effectiveness; Concept Formation; Massachusetts + Suchen Sie Ihr Suchwort? Elementare Mathematik; Schulmathematik; Mathematische Bildung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Educational game; Lernspiel; Problemlösen; Mathematics lessons; Mathematikunterricht; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Interaktion; Student behaviour; Schülerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg; Concept learning; Begriffsbildung; Master-Studiengang
Abstract	This paper examines whether using "From Here to There!" ("FH2T:E"), a dynamic game-based mathematics learning technology relates to improved early algebraic understanding. We use student log files within FH2T to explore the possible benefits of student behaviors and gamification on learning gains. Using in app measures of student interactions (mouse clicks, resets, errors, problem solving steps, and completions), 19 variables were identified to summarize overall problem solving processes. An exploratory factor analysis identified five clear factors including engagement in problem solving, progress, strategic flexibility, strategic efficiency, and speed. Regression analyses reveal that after accounting for behavior within the app, playing the gamified version of the app contributed to higher learning gains than playing a nongamified version. Next, completing more problems within the game related to higher achievement on the post-test. Third, two significant interactions were found between progress and prior knowledge and engagement in problem solving and prior knowledge, where low performing students gained more when they completed more problems and engaged more with those problems. [This article was published in "Educational Technology Research and Development" (EJ1208101).] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2021/2/06