Keep DRAGging ON: Is Solving More Problems in DragonBox 12+ Associated with Higher Mathematical Performance during the COVID-19 Pandemic?
Saved in:
| Title: | Keep DRAGging ON: Is Solving More Problems in DragonBox 12+ Associated with Higher Mathematical Performance during the COVID-19 Pandemic? |
|---|---|
| Language: | English |
| Authors: | Chan, Jenny Yun-Chen (ORCID |
| Source: | British Journal of Educational Technology. Jul 2023 54(4):943-966. |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 24 |
| Publication Date: | 2023 |
| Sponsoring Agency: | Institute of Education Sciences (ED) |
| Contract Number: | R305A180401 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Junior High Schools Middle Schools Secondary Education Elementary Education Grade 7 |
| Descriptors: | Game Based Learning, Educational Games, Problem Solving, Mathematics Achievement, Middle School Students, Grade 7, Algebra, Prior Learning, Predictor Variables, COVID-19, Pandemics, Secondary School Mathematics, Mathematics Instruction, Supplementary Education |
| DOI: | 10.1111/bjet.13304 |
| ISSN: | 0007-1013 1467-8535 |
| Abstract: | Prior research has shown that game-based learning tools, such as DragonBox 12+, support algebraic understanding and that students' in-game progress positively predicts their later performance. Using data from 253 seventh-graders (12-13 years old) who played DragonBox as a part of technology intervention, we examined (a) the relations between students' progress within DragonBox and their algebraic knowledge and general mathematics achievement, (b) the moderating effects of students' prior performance on these relations and (c) the potential factors associated with students' in-game progress. Among students with higher prior algebraic knowledge, higher in-game progress was related to higher algebraic knowledge after the intervention. Higher in-game progress was also associated with higher end-of-year mathematics achievement, and this association was stronger among students with lower prior mathematics achievement. Students' demographic characteristics, prior knowledge and prior achievement did not significantly predict in-game progress beyond the number of intervention sessions students completed. These findings advance research on how, for whom and in what contexts game-based interventions, such as DragonBox, support mathematical learning and have implications for practice using game-based technologies to supplement instruction. [For the corresponding grantee submission, see ED626412.] |
| Abstractor: | As Provided |
| Notes: | https://osf.io/nfg4c |
| IES Funded: | Yes |
| Entry Date: | 2023 |
| Accession Number: | EJ1380171 |
| Database: | ERIC |
|
Full text is not displayed to guests.
Login for full access.
|
|
Be the first to leave a comment!
