View in EDS

The Impacts of Three Educational Technologies on Algebraic Understanding in the Context of COVID-19

Saved in:
Bibliographic Details
Title: The Impacts of Three Educational Technologies on Algebraic Understanding in the Context of COVID-19
Language: English
Authors: Decker-Woodrow, Lauren E. (ORCID 0000-0001-9404-567X), Mason, Craig A. (ORCID 0000-0002-9690-1692), Lee, Ji-Eun (ORCID 0000-0001-8521-8997), Chan, Jenny Yun-Chen (ORCID 0000-0003-1479-5935), Sales, Adam (ORCID 0000-0003-0416-0610), Liu, Allison (ORCID 0000-0003-1075-2575), Tu, Shihfen
Source: Grantee Submission. Jan-Dec 2023 9(1):1-17.
Peer Reviewed: Y
Page Count: 17
Publication Date: 2023
Sponsoring Agency: Institute of Education Sciences (ED)
Contract Number: R305A180401
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Grade 7
Junior High Schools
Middle Schools
Secondary Education
Descriptors: Educational Technology, Algebra, COVID-19, Pandemics, Game Based Learning, Problem Sets, Electronic Learning, Grade 7, Middle School Students, Mathematics Achievement, Instructional Effectiveness, Mathematics Instruction
DOI: 10.1177/23328584231165919
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.
Abstractor: As Provided
Notes: https://osf.io/r3nf2
IES Funded: Yes
Entry Date: 2023
Accession Number: ED627889
Database: ERIC
FullText Text:
  Availability: 0
Header DbId: eric
DbLabel: ERIC
An: ED627889
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: The Impacts of Three Educational Technologies on Algebraic Understanding in the Context of COVID-19
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Decker-Woodrow%2C+Lauren+E%2E%22">Decker-Woodrow, Lauren E.</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-9404-567X">0000-0001-9404-567X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Mason%2C+Craig+A%2E%22">Mason, Craig A.</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-9690-1692">0000-0002-9690-1692</externalLink>)<br /><searchLink fieldCode="AR" term="%22Lee%2C+Ji-Eun%22">Lee, Ji-Eun</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-8521-8997">0000-0001-8521-8997</externalLink>)<br /><searchLink fieldCode="AR" term="%22Chan%2C+Jenny+Yun-Chen%22">Chan, Jenny Yun-Chen</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-1479-5935">0000-0003-1479-5935</externalLink>)<br /><searchLink fieldCode="AR" term="%22Sales%2C+Adam%22">Sales, Adam</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-0416-0610">0000-0003-0416-0610</externalLink>)<br /><searchLink fieldCode="AR" term="%22Liu%2C+Allison%22">Liu, Allison</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-1075-2575">0000-0003-1075-2575</externalLink>)<br /><searchLink fieldCode="AR" term="%22Tu%2C+Shihfen%22">Tu, Shihfen</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Grantee+Submission%22"><i>Grantee Submission</i></searchLink>. Jan-Dec 2023 9(1):1-17.
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 17
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2023
– Name: SourceSuprt
  Label: Sponsoring Agency
  Group: SrcSuprt
  Data: Institute of Education Sciences (ED)
– Name: NumberContract
  Label: Contract Number
  Group: NumCntrct
  Data: R305A180401
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Grade+7%22">Grade 7</searchLink><br /><searchLink fieldCode="EL" term="%22Junior+High+Schools%22">Junior High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Educational+Technology%22">Educational Technology</searchLink><br /><searchLink fieldCode="DE" term="%22Algebra%22">Algebra</searchLink><br /><searchLink fieldCode="DE" term="%22COVID-19%22">COVID-19</searchLink><br /><searchLink fieldCode="DE" term="%22Pandemics%22">Pandemics</searchLink><br /><searchLink fieldCode="DE" term="%22Game+Based+Learning%22">Game Based Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Problem+Sets%22">Problem Sets</searchLink><br /><searchLink fieldCode="DE" term="%22Electronic+Learning%22">Electronic Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+7%22">Grade 7</searchLink><br /><searchLink fieldCode="DE" term="%22Middle+School+Students%22">Middle School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Achievement%22">Mathematics Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Effectiveness%22">Instructional Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Instruction%22">Mathematics Instruction</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1177/23328584231165919
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: Note
  Label: Notes
  Group: Note
  Data: https://osf.io/r3nf2
– Name: CodeSource
  Label: IES Funded
  Group: SrcInfo
  Data: Yes
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2023
– Name: AN
  Label: Accession Number
  Group: ID
  Data: ED627889
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED627889
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1177/23328584231165919
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 17
        StartPage: 1
    Subjects:
      – SubjectFull: Educational Technology
        Type: general
      – SubjectFull: Algebra
        Type: general
      – SubjectFull: COVID-19
        Type: general
      – SubjectFull: Pandemics
        Type: general
      – SubjectFull: Game Based Learning
        Type: general
      – SubjectFull: Problem Sets
        Type: general
      – SubjectFull: Electronic Learning
        Type: general
      – SubjectFull: Grade 7
        Type: general
      – SubjectFull: Middle School Students
        Type: general
      – SubjectFull: Mathematics Achievement
        Type: general
      – SubjectFull: Instructional Effectiveness
        Type: general
      – SubjectFull: Mathematics Instruction
        Type: general
    Titles:
      – TitleFull: The Impacts of Three Educational Technologies on Algebraic Understanding in the Context of COVID-19
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Decker-Woodrow, Lauren E.
      – PersonEntity:
          Name:
            NameFull: Mason, Craig A.
      – PersonEntity:
          Name:
            NameFull: Lee, Ji-Eun
      – PersonEntity:
          Name:
            NameFull: Chan, Jenny Yun-Chen
      – PersonEntity:
          Name:
            NameFull: Sales, Adam
      – PersonEntity:
          Name:
            NameFull: Liu, Allison
      – PersonEntity:
          Name:
            NameFull: Tu, Shihfen
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2023
          Numbering:
            – Type: volume
              Value: 9
            – Type: issue
              Value: 1
          Titles:
            – TitleFull: Grantee Submission
              Type: main
ResultId 1