An Examination of the Promise of the NumberShire Level 1 Gaming Intervention for Improving Student Mathematics Outcomes

Autor/inn/en	Fien, Hank; Doabler, Christian T.; Nelson, Nancy J.; Kosty, Derek B.; Clarke, Ben; Baker, Scott K.
Titel	An Examination of the Promise of the NumberShire Level 1 Gaming Intervention for Improving Student Mathematics Outcomes
Quelle	In: Journal of Research on Educational Effectiveness, 9 (2016) 4, S.635-661 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1934-5747
DOI	10.1080/19345747.2015.1119229
Schlagwörter	Mathematics Instruction; Grade 1; Elementary School Students; At Risk Students; Learning Problems; Intervention; Technology Uses in Education; Educational Technology; Randomized Controlled Trials; Number Concepts; Mathematics Skills; Program Effectiveness; Conventional Instruction; Individualized Instruction; English Language Learners; Hypothesis Testing; Response to Intervention; Pretests Posttests; Statistical Analysis; Oregon + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; School year 01; 1. Schuljahr; Schuljahr 01; Lernproblem; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Unterrichtsmedien; Number concept; Zahlbegriff; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Individualisierender Unterricht; Hypothesenprüfung; Hypothesentest; Statistische Analyse
Abstract	The purpose of this study was to test the promise of the NumberShire Level 1 Gaming Intervention (NS1) to accelerate math learning for first-grade students with or at risk for math difficulties. The NS1 intervention was developed through the Institute of Education Sciences, Small Business Innovation Research Program (Gause, Fien, Baker, & Clarke, 2011) as a digitally based technology tool to allow educators to intervene early and strategically with students struggling to learn mathematics. This study used a randomized controlled trial design to test the promise of the NS1 intervention. In total, 250 first-grade students were randomly assigned within classrooms to the treatment condition or a control condition. Results indicate significant effects favoring the treatment group on proximal measures of whole-number concepts and skills. Intervention effects were not statistically significant for distal outcome measures. Treatment effects were not moderated by special education or English learner status; however, the condition by initial skill level interaction approached significance. Additionally, there was no relationship between dosage variables and students' response to the intervention. Limitations and future directions for research are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01