Examining shifts in conceptual knowledge, procedural knowledge and procedural flexibility in the context of two game‐based technologies.
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 shi...
| Publicado en: | Journal of Computer Assisted Learning Vol. 39; no. 4; pp. 1274 - 1290 |
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| Autores principales: | , , , , , |
| Formato: | pictorial research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Aug2023
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| Acceso en línea: | Ver este registro en EBSCOhost |