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

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Title: The Impacts of Three Educational Technologies on Algebraic Understanding in the Context of COVID-19
Language: English
Authors: Lauren E. Decker-Woodrow (ORCID 0000-0001-9404-567X), Craig A. Mason, Ji-Eun Lee, Jenny Yun-Chen Chan, Adam Sales, Allison Liu, Shihfen Tu
Source: AERA Open. 2023 9(1).
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
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
ISSN: 2332-8584
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
IES Funded: Yes
Entry Date: 2023
Accession Number: EJ1405217
Database: ERIC
FullText Text:
  Availability: 0
CustomLinks:
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PubType: Academic Journal
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  Data: The Impacts of Three Educational Technologies on Algebraic Understanding in the Context of COVID-19
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  Data: <searchLink fieldCode="AR" term="%22Lauren+E%2E+Decker-Woodrow%22">Lauren E. Decker-Woodrow</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-9404-567X">0000-0001-9404-567X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Craig+A%2E+Mason%22">Craig A. Mason</searchLink><br /><searchLink fieldCode="AR" term="%22Ji-Eun+Lee%22">Ji-Eun Lee</searchLink><br /><searchLink fieldCode="AR" term="%22Jenny+Yun-Chen+Chan%22">Jenny Yun-Chen Chan</searchLink><br /><searchLink fieldCode="AR" term="%22Adam+Sales%22">Adam Sales</searchLink><br /><searchLink fieldCode="AR" term="%22Allison+Liu%22">Allison Liu</searchLink><br /><searchLink fieldCode="AR" term="%22Shihfen+Tu%22">Shihfen Tu</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22AERA+Open%22"><i>AERA Open</i></searchLink>. 2023 9(1).
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
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  Data: 17
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  Data: 2332-8584
– Name: Abstract
  Label: Abstract
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  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
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  Data: As Provided
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  Label: IES Funded
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  Data: Yes
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  Label: Entry Date
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  Data: 2023
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  Label: Accession Number
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  Data: EJ1405217
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RecordInfo BibRecord:
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 17
    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
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      – TitleFull: The Impacts of Three Educational Technologies on Algebraic Understanding in the Context of COVID-19
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