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

被引：12

作者：

Decker-Woodrow, Lauren E. ^{[1
]}

Mason, Craig A. ^{[2
]}

Lee, Ji-Eun ^{[3
]}

Chan, Jenny Yun-Chen ^{[4
]}

Sales, Adam ^{[3
]}

Liu, Allison ^{[3
]}

Tu, Shihfen ^{[2
,5
]}

机构：

[1] Westat Corp, Rockville, MD 20850 USA

[2] Univ Maine, Educ & Appl quantitat methods, Orono, ME USA

[3] Worcester Polytech Inst, Worcester, MA USA

[4] Univ Hong Kong, Early Childhood Educ, Hong Kong, Peoples R China

[5] Univ Maine, Sch Learning & Teaching, Orono, ME USA

来源：

AERA OPEN | 2023年 / 9卷

关键词：

algebra; classroom research; educational games; educational technology; experimental research; game-based learning; hierarchical linear modeling; mathematics education; middle schools; COGNITIVE-DEVELOPMENT; MATHEMATICS; RECOGNITION; ATTENTION; TEACHERS; FEEDBACK; MODEL;

D O I：

10.1177/23328584231165919

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

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.

引用

页数：17

共 75 条

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