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 |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=164914323&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 164914323 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Aug2023 vid: 39 iid: 4 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 164914323 162188053 164914323 164914323 10.1111/jcal.12798 164914323 ppf: 1274 ppct: 16 formats: tig: atl: Examining shifts in conceptual knowledge, procedural knowledge and procedural flexibility in the context of two game‐based technologies. aug: au: Chan, Jenny Yun‐Chen Closser, Avery H. Ngo, Vy Smith, Hannah Liu, Allison S. Ottmar, Erin affil: Social Science and Policy Studies, Worcester Polytechnic Institute, Worcester Massachusetts,, USA sug: subj: Students, Middle School Mathematics Education Knowledge Games Teaching Methods Academic Performance Human Conceptual Framework Outcomes of Education Learning Methods Secondary Analysis New England Male Female Analysis of Variance Problem Solving Socioeconomic Factors Sex Factors Race Factors Funding Source Male Female ab: 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 (a) examined students' relative performance on assessment items measuring conceptual knowledge, procedural knowledge and procedural flexibility in algebraic equation solving, and (b) 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. Lay Description: What is already known about this topic: Middle school students struggle with aspects of algebra.DragonBox and From Here to There! are two game‐based technologies designed to support students' algebraic learning.Both games implement point rewards and dynamic interactions; they differ in the uses of algebraic notation and problem structures. What this paper adds: Both games improved seventh‐graders' conceptual knowledge of algebraic equivalence.Students also improved on procedural knowledge and procedural flexibility, but the gains did not last to the end of the intervention. Implications for practice and/or policy: The games and their shared features may provide an engaging way to support students' conceptual understanding of algebra. pubtype: Academic Journal doctype: pictorial research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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