The Impacts of Three Educational Technologies on Algebraic Understanding in the Context of COVID-19

Autor/inn/en	Decker-Woodrow, Lauren E.; Mason, Craig A.; Lee, Ji-Eun; Chan, Jenny Yun-Chen; Sales, Adam; Liu, Allison; Tu, Shihfen
Titel	The Impacts of Three Educational Technologies on Algebraic Understanding in the Context of COVID-19
Quelle	9 (2023) 1, S.1-17 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Decker-Woodrow, Lauren E.) ORCID (Mason, Craig A.) ORCID (Lee, Ji-Eun) ORCID (Chan, Jenny Yun-Chen) ORCID (Sales, Adam) ORCID (Liu, Allison) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Educational Technology; Algebra; COVID-19; Pandemics; Game Based Learning; Problem Sets; Electronic Learning; Grade 7; Middle School Students; Mathematics Achievement; Instructional Effectiveness; Mathematics Instruction + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Problemstellung; School year 07; 7. Schuljahr; Schuljahr 07; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Unterrichtserfolg; Mathematics lessons; Mathematikunterricht
Abstract	The current study investigated the effectiveness of three distinct educational technologies--two game-based applications (From Here to There and DragonBox 12+) and two modes of online problem sets in ASSISTments (an Immediate Feedback condition and an Active Control condition with no immediate feedback) on Grade 7 students' algebraic knowledge. More than 3,600 Grade 7 students across nine in-person and one virtual schools within the same district were randomly assigned to one of the four conditions. Students received nine 30-minute intervention sessions from September 2020 to March 2021. Hierarchical linear modeling analyses of the final analytic sample (N = 1,850) showed significantly higher posttest scores for students who used From Here to There and DragonBox 12+ compared to the Active Control condition. No significant difference was found for the Immediate Feedback condition. The findings have implications for understanding how game-based applications can affect algebraic understanding, even within pandemic pressures on learning. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01