With the advent of mobile technologies, well‐designed fraction apps can be used to help children gain fraction knowledge, a challenging topic for both teachers and students. The present pilot study adopted a quasi‐experimental design to investigate whether children can learn fraction concepts equally well if half of the lesson time (20 min) is replaced with game‐based learning. Keeping the total lesson time (40 min) identical, the control group (N = 33) received traditional instruction, and the experimental group (N = 32) was presented with a blended learning approach spending half of the class time (20 min) playing tablet‐based fraction games, where each of the learners had their own tablet. The results suggested that in the posttest, the experimental group achieved similar learning gains to the control group and appear to have achieved better performance in the transfer test than the control group. This paper also discusses the efficiency of game‐based learning, the mechanism of how fraction games might enhance learning, and the potential of integrating game‐based learning in educational settings.

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This chapter examines two types of response technologies (selected and constructed) available to support discussion and participation in the classroom, and describes our experiences using and observing them in a variety of mathematics, science, and computer science classes at various educational levels. Selected response systems (a.k.a., clickers) display multiple-choice questions, and then collect and analyze student responses, and present distribution summaries to the class. Constructed response systems allow students to use handheld computers to generate free-form graphical responses to teacher prompts using various software applications. Once completed, students submit their responses to the instructor’s computer wirelessly. The instructor may then select and anonymously project these authentic student work samples or representations to promote classroom discussion. We review the purpose, design, and features of these two types of response systems, highlight some of the issues underlying their application, discuss our experiences using them in the classroom, and make recommendations.