Examining Shifts in Conceptual Knowledge, Procedural Knowledge and Procedural Flexibility in the Context of Two Game-Based Technologies

Autor/inn/en	Chan, Jenny Yun-Chen; Closser, Avery H.; Ngo, Vy; Smith, Hannah; Liu, Allison S.; Ottmar, Erin
Titel	Examining Shifts in Conceptual Knowledge, Procedural Knowledge and Procedural Flexibility in the Context of Two Game-Based Technologies
Quelle	(2023), (16 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Chan, Jenny Yun-Chen) ORCID (Closser, Avery H.) ORCID (Ngo, Vy) ORCID (Smith, Hannah) ORCID (Liu, Allison S.) ORCID (Ottmar, Erin) Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Game Based Learning; Educational Technology; Mathematics Education; Algebra; Middle School Students; Educational Games; Mathematics Skills; Knowledge Level; Grade 7; Scores + Suchen Sie Ihr Suchwort? Unterrichtsmedien; Mathematische Bildung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Educational game; Lernspiel; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Wissensbasis; School year 07; 7. Schuljahr; Schuljahr 07
Abstract	Background: Prior work has shown that middle school students struggle with algebra and that game-based educational technologies, such as DragonBox and From Here to There!, are effective at improving students' algebraic performance. However, it remains unclear which aspects of algebraic knowledge shift as a result of playing these games and what game design features support algebraic learning. Objective: Using the data from a randomized controlled trial conducted in the 2020-2021 academic year, we: (1) examined students' relative performance on assessment items measuring conceptual knowledge, procedural knowledge and procedural flexibility in algebraic equation solving; and (2) identified changes in these aspects of algebraic knowledge after playing DragonBox or From Here to There!. Methods: Eight hundred eighty-seven seventh-graders were randomly assigned to playing DragonBox or From Here to There! for nine 30-min sessions throughout the school year. Students also completed a pretest, midtest and posttest measuring their algebraic knowledge. Results and Conclusion: First, prior to the intervention, students scored the highest on procedural knowledge and lowest on conceptual knowledge. Second, students significantly improved and maintained learning gains on conceptual knowledge throughout the intervention. Their performance on procedural knowledge and procedural flexibility items increased at midtest but decreased at posttest. Third, the pattern of results was consistent for students in the DragonBox and From Here to There! conditions, suggesting that both games may support students' conceptual understanding of algebra. The findings have implications for research and practice on supporting algebraic learning through game-based technologies during and beyond educational disruptions. [This is the online version of an article published in "Journal of Computer Assisted Learning."] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01