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Examining Shifts in Conceptual Knowledge, Procedural Knowledge and Procedural Flexibility in the Context of Two Game-Based Technologies

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Title: Examining Shifts in Conceptual Knowledge, Procedural Knowledge and Procedural Flexibility in the Context of Two Game-Based Technologies
Language: English
Authors: Chan, Jenny Yun-Chen (ORCID 0000-0003-1479-5935), Closser, Avery H. (ORCID 0000-0003-2712-8509), Ngo, Vy (ORCID 0000-0003-1552-5769), Smith, Hannah (ORCID 0000-0001-8979-3315), Liu, Allison S. (ORCID 0000-0003-1075-2575), Ottmar, Erin (ORCID 0000-0002-9487-7967)
Source: Journal of Computer Assisted Learning. Aug 2023 39(4):1274-1289.
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: 16
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: Teaching Methods, Game Based Learning, Middle School Students, Algebra, Mathematics Instruction, Difficulty Level, Computer Software, Concept Formation, Mathematical Concepts, Mathematics Tests, Test Items, Grade 7, Knowledge Level, Intervention, Instructional Effectiveness
DOI: 10.1111/jcal.12798
ISSN: 0266-4909
1365-2729
Abstract: Background: Prior work has shown that middle school students struggle with algebra and that game-based educational technologies, such as DragonBox and From Here to There!, are effective at improving students' algebraic performance. However, it remains unclear which aspects of algebraic knowledge shift as a result of playing these games and what game design features support algebraic learning. Objective: Using the data from a randomized controlled trial conducted in the 2020-2021 academic year, we (a) examined students' relative performance on assessment items measuring conceptual knowledge, procedural knowledge and procedural flexibility in algebraic equation solving, and (b) identified changes in these aspects of algebraic knowledge after playing DragonBox or From Here to There!. Methods: Eight hundred eighty-seven seventh-graders were randomly assigned to playing DragonBox or From Here to There! for nine 30-min sessions throughout the school year. Students also completed a pretest, midtest and posttest measuring their algebraic knowledge. Results and Conclusion: First, prior to the intervention, students scored the highest on procedural knowledge and lowest on conceptual knowledge. Second, students significantly improved and maintained learning gains on conceptual knowledge throughout the intervention. Their performance on procedural knowledge and procedural flexibility items increased at midtest but decreased at posttest. Third, the pattern of results was consistent for students in the DragonBox and From Here to There! conditions, suggesting that both games may support students' conceptual understanding of algebra. The findings have implications for research and practice on supporting algebraic learning through game-based technologies during and beyond educational disruptions. [For the corresponding grantee submission, see ED628258.]
Abstractor: As Provided
Notes: https://osf.io/ajtuh
IES Funded: Yes
Entry Date: 2023
Accession Number: EJ1384365
Database: ERIC
FullText Text:
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PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
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  Data: Examining Shifts in Conceptual Knowledge, Procedural Knowledge and Procedural Flexibility in the Context of Two Game-Based Technologies
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  Data: <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="%22Closser%2C+Avery+H%2E%22">Closser, Avery H.</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-2712-8509">0000-0003-2712-8509</externalLink>)<br /><searchLink fieldCode="AR" term="%22Ngo%2C+Vy%22">Ngo, Vy</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-1552-5769">0000-0003-1552-5769</externalLink>)<br /><searchLink fieldCode="AR" term="%22Smith%2C+Hannah%22">Smith, Hannah</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-8979-3315">0000-0001-8979-3315</externalLink>)<br /><searchLink fieldCode="AR" term="%22Liu%2C+Allison+S%2E%22">Liu, Allison S.</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-1075-2575">0000-0003-1075-2575</externalLink>)<br /><searchLink fieldCode="AR" term="%22Ottmar%2C+Erin%22">Ottmar, Erin</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-9487-7967">0000-0002-9487-7967</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Computer+Assisted+Learning%22"><i>Journal of Computer Assisted Learning</i></searchLink>. Aug 2023 39(4):1274-1289.
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  Data: 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
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  Data: 16
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  Data: 2023
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  Data: Institute of Education Sciences (ED)
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  Data: <searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Game+Based+Learning%22">Game Based Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Middle+School+Students%22">Middle School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Algebra%22">Algebra</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Instruction%22">Mathematics Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Difficulty+Level%22">Difficulty Level</searchLink><br /><searchLink fieldCode="DE" term="%22Computer+Software%22">Computer Software</searchLink><br /><searchLink fieldCode="DE" term="%22Concept+Formation%22">Concept Formation</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematical+Concepts%22">Mathematical Concepts</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Tests%22">Mathematics Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Test+Items%22">Test Items</searchLink><br /><searchLink fieldCode="DE" term="%22Grade+7%22">Grade 7</searchLink><br /><searchLink fieldCode="DE" term="%22Knowledge+Level%22">Knowledge Level</searchLink><br /><searchLink fieldCode="DE" term="%22Intervention%22">Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Effectiveness%22">Instructional Effectiveness</searchLink>
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  Group: ID
  Data: 10.1111/jcal.12798
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0266-4909<br />1365-2729
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Background: Prior work has shown that middle school students struggle with algebra and that game-based educational technologies, such as DragonBox and From Here to There!, are effective at improving students' algebraic performance. However, it remains unclear which aspects of algebraic knowledge shift as a result of playing these games and what game design features support algebraic learning. Objective: Using the data from a randomized controlled trial conducted in the 2020-2021 academic year, we (a) examined students' relative performance on assessment items measuring conceptual knowledge, procedural knowledge and procedural flexibility in algebraic equation solving, and (b) identified changes in these aspects of algebraic knowledge after playing DragonBox or From Here to There!. Methods: Eight hundred eighty-seven seventh-graders were randomly assigned to playing DragonBox or From Here to There! for nine 30-min sessions throughout the school year. Students also completed a pretest, midtest and posttest measuring their algebraic knowledge. Results and Conclusion: First, prior to the intervention, students scored the highest on procedural knowledge and lowest on conceptual knowledge. Second, students significantly improved and maintained learning gains on conceptual knowledge throughout the intervention. Their performance on procedural knowledge and procedural flexibility items increased at midtest but decreased at posttest. Third, the pattern of results was consistent for students in the DragonBox and From Here to There! conditions, suggesting that both games may support students' conceptual understanding of algebra. The findings have implications for research and practice on supporting algebraic learning through game-based technologies during and beyond educational disruptions. [For the corresponding grantee submission, see ED628258.]
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  Data: As Provided
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  Data: https://osf.io/ajtuh
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  Data: EJ1384365
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        Value: 10.1111/jcal.12798
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      – Text: English
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        PageCount: 16
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      – SubjectFull: Teaching Methods
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