Accelerating Early Math Learning with Research-Based Personalized Learning Games: A Cluster Randomized Controlled Trial

Autor/inn/en	Thai, Khanh-Phuong; Bang, Hee Jin; Li, Linlin
Titel	Accelerating Early Math Learning with Research-Based Personalized Learning Games: A Cluster Randomized Controlled Trial
Quelle	In: Journal of Research on Educational Effectiveness, 15 (2022) 1, S.28-51 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1934-5747
DOI	10.1080/19345747.2021.1969710
Schlagwörter	Mathematics Instruction; Knowledge Level; Kindergarten; Game Based Learning; Video Games; Instructional Effectiveness; Mathematics Skills; Teaching Methods; Teacher Attitudes; Student Interests; Self Esteem; Formative Evaluation; Urban Schools; At Risk Students; Prior Learning; Learner Engagement; California + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Wissensbasis; Video game; Videospiel; Videospiele; Unterrichtserfolg; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerverhalten; Studieninteresse; Self-esteem; Selbstaufmerksamkeit; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Vorkenntnisse; Kalifornien
Abstract	This study examines whether "My Math Academy," a digital game-based learning environment that provides personalized content and adaptive embedded assessments, can improve math knowledge of Transitional Kindergarten and Kindergarten students. A cluster randomized study was conducted with 20 classrooms, 10 of which were randomly assigned to use "My Math Academy" for 12-14 weeks. Results of hierarchical linear models indicated that after using the app for about 5 hours, treatment students significantly outperformed the control group in math knowledge and skills as measured by TEMA-3. "My Math Academy" produced the greatest learning gains in students who began with a moderate level of math knowledge and on the most difficult skills assessed. Additionally, the more games students played, the greater the learning gains they experienced. Teacher surveys revealed that "My Math Academy" produced positive impacts on students' interest and self-confidence in learning math. Teachers also recognized "My Math Academy" as a user-friendly, valuable learning resource that they will continue to use. The study results will inform ongoing development of "My Math Academy," including tools to enable teachers to help children with low levels of prior math knowledge. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01