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Increasing Student Engagement, Fraction Knowledge, and STEM Interest through Game-Based Intervention
Peer reviewed
Direct linkJessica H. Hunt; Michelle Taub; Matthew Marino; Kenneth Holman; Kelly Womack-Adams – Journal of Special Education Technology, 2025
In this study, we evaluate the impact of a game-based supplemental fraction curriculum on student engagement, fraction knowledge, and STEM interest in inclusive elementary mathematics classrooms. Utilizing a robust experimental design, the research explores how a game-based interventions can augment traditional fraction instruction and promote…
Descriptors: STEM Education, Learner Engagement, Fractions, Game Based Learning
Download full textJessica H. Hunt; Michelle Taub; Matthew Marino; Kenneth Holman; Alejandra Duarte; Brianna Bentley – North American Chapter of the International Group for the Psychology of Mathematics Education, 2023
We analyzed the effects of a game-based, supplemental fraction curriculum on fourth and fifth grade students' fraction knowledge, engagement, and STEM interest. Students with and without disabilities with intersecting identities (e.g., race, disability status, gender) comprised the sample. Results indicate significant differences in fraction…
Descriptors: Fractions, Mathematics Instruction, Game Based Learning, Learner Engagement
