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Does Where You Start Matter? The Interaction between Prior Knowledge and Effectiveness of Game-Based Interventions
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Allison Liu; Jenny Yun-Chen Chan; Ji-Eun Lee; Lauren E. Decker-Woodrow; Shihfen Tu; Adam Sales; Craig A. Mason – Grantee Submission, 2022
The current study investigated how prior knowledge moderated the effects of three educational technologies ("From Here to There," "DragonBox 12+," and problem sets in "ASSISTments") on seventh-grade students' later algebraic knowledge. Pretest scores only moderated effects of "From Here to There," with…
Descriptors: Prior Learning, Program Effectiveness, Game Based Learning, Intervention
Examining Shifts in Conceptual Knowledge, Procedural Knowledge and Procedural Flexibility in the Context of Two Game-Based Technologies
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Jenny Yun-Chen Chan; Avery H. Closser; Vy Ngo; Hannah Smith; Allison S. Liu; Erin Ottmar – Journal of Computer Assisted Learning, 2023
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…
Descriptors: Teaching Methods, Game Based Learning, Middle School Students, Algebra