Racing Dragons and Remembering Aliens: Benefits of Playing Number and Working Memory Games on Kindergartners' Numerical Knowledge

Autor/inn/en	Ramani, Geetha B.; Daubert, Emily N.; Lin, Grace C.; Kamarsu, Snigdha; Wodzinski, Alaina; Jaeggi, Susanne M.
Titel	Racing Dragons and Remembering Aliens: Benefits of Playing Number and Working Memory Games on Kindergartners' Numerical Knowledge
Quelle	In: Developmental Science, 23 (2020) 4, (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1467-7687
DOI	10.1111/desc.12908
Schlagwörter	Educational Games; Mathematics Education; Number Concepts; Short Term Memory; Kindergarten; Young Children; Handheld Devices; Mathematics Skills; Skill Development; Mathematics Achievement; Computer Games + Suchen Sie Ihr Suchwort? Educational game; Lernspiel; Mathematische Bildung; Number concept; Zahlbegriff; Kurzzeitgedächtnis; Frühe Kindheit; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Kompetenzentwicklung; Qualifikationsentwicklung; Mathmatics sikills; Mathematical ability; Computer game; Computerspiel; Computerspiele
Abstract	Sources that contribute to variation in mathematical achievement include both numerical knowledge and general underlying cognitive processing abilities. The current study tested the benefits of tablet-based training games that targeted each of these areas for improving the mathematical knowledge of kindergarten-age children. We hypothesized that playing a number-based game targeting numerical magnitude knowledge would improve children's broader numerical skills. We also hypothesized that the benefits of playing a working memory (WM) game would transfer to children's numerical knowledge given its important underlying role in mathematics achievement. Kindergarteners from diverse backgrounds (n = 148; 52% girls; M[subscript age] = 71.87 months) were randomly assigned to either play a number-based game, a WM game, or a control game on a tablet for 10 sessions. Structural equation modeling was used to model children's learning gains in mathematics and WM across time. Overall, our results suggest that playing the number game improved kindergarten children's numerical knowledge at the latent level, and these improvements remained stable as assessed 1 month later. However, children in the WM group did not improve their numerical knowledge compared to children in the control condition. Playing both the number game and WM game improved children's WM at the latent level. Importantly, the WM group continued to improve their WM for at least a month after playing the games. The results demonstrate that computerized games that target both domain-specific and domain-general skills can benefit a broad range of kindergarten-aged children. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01