ERIC Number: EJ1380171
Record Type: Journal
Publication Date: 2023-Jul
Pages: 24
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0007-1013
EISSN: EISSN-1467-8535
Keep DRAGging ON: Is Solving More Problems in DragonBox 12+ Associated with Higher Mathematical Performance during the COVID-19 Pandemic?
British Journal of Educational Technology, v54 n4 p943-966 Jul 2023
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.]
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
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://bibliotheek.ehb.be:2191/en-us
Publication Type: Journal Articles; Reports - Research
Education Level: Junior High Schools; Middle Schools; Secondary Education; Elementary Education; Grade 7
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
IES Funded: Yes
Grant or Contract Numbers: R305A180401
WWC Study Page: https://ies.ed.gov/ncee/wwc/Study/93360
Data File: URL: https://osf.io/nfg4c