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

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  • Additional Information
    • Availability:
      SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: [email protected]; Web site: http://sagepub.com
    • Peer Reviewed:
      Y
    • Source:
      17
    • Sponsoring Agency:
      Institute of Education Sciences (ED)
    • Contract Number:
      R305A180401
    • Education Level:
      Elementary Education
      Grade 7
      Junior High Schools
      Middle Schools
      Secondary Education
    • Subject Terms:
      Educational Technology; Algebra; COVID-19; Pandemics; Game Based Learning; Problem Sets; Electronic Learning; Grade 7; Middle School Students; Mathematics Achievement; Instructional Effectiveness; Mathematics Instruction
    • ISSN:
      2332-8584
    • 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.
    • Abstract:
      As Provided
    • IES Funded:
      Yes
    • Publication Date:
      2023
    • Accession Number:
      EJ1405217