The impacts of three educational technologies on algebraic understanding in the context of COVID-19

Lauren E. DECKER-WOODROW, Craig A. MASON, Ji-Eun LEE, Yun-Chen CHAN, Adam SALES, Allison LIU, Shihfen TU

Research output: Contribution to journalArticlespeer-review

9 Citations (Scopus)

Abstract

The current study investigated the effectiveness of three distinct educational technologies—two game-based applications (From Here to There and DragonBox 12+) and two modes of online problem sets in ASSISTments (an Immediate Feedback condition and an Active Control condition with no immediate feedback) on Grade 7 students’ algebraic knowledge. More than 3,600 Grade 7 students across nine in-person and one virtual schools within the same district were randomly assigned to one of the four conditions. Students received nine 30-minute intervention sessions from September 2020 to March 2021. Hierarchical linear modeling analyses of the final analytic sample (N = 1,850) showed significantly higher posttest scores for students who used From Here to There and DragonBox 12+ compared to the Active Control condition. No significant difference was found for the Immediate Feedback condition. The findings have implications for understanding how game-based applications can affect algebraic understanding, even within pandemic pressures on learning. Copyright © 2023 The Author(s).

Original languageEnglish
JournalAERA Open
Volume9
DOIs
Publication statusPublished - Jan 2023

Citation

Decker-Woodrow, L. E., Mason, C. A., Lee, J.-E., Chan, J. Y.-C., Sales, A., Liu, A., & Tu, S. (2023). The impacts of three educational technologies on algebraic understanding in the context of COVID-19. AERA Open, 9. Retrieved from https://doi.org/10.1177/23328584231165919

Keywords

  • Algebra
  • Classroom research
  • Educational games
  • Educational technology
  • Experimental research
  • Game-based learning
  • Hierarchical linear modeling
  • Mathematics education
  • Middle schools

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