Effects of an Adaptive Game Intervention on Accessing Number Sense in Low‐Socioeconomic‐Status Kindergarten Children

Abstract

“The Number Race” is an adaptive game designed to improve number sense. We tested its effectiveness using a cross‐over design in 53 low socioeconomic status kindergarteners in France. Children showed improvements in tasks traditionally used to assess number sense (numerical comparison of digits and words). However, there was no improvement on non‐symbolic measures of number sense, suggesting that rather than being in number sense per se, the improvement was in number sense access; or links between symbolic and non‐symbolic representations of number. Focused adaptive interventions such as this may contribute to reducing the socioeconomic gap in math achievement.

Individual variance in responsiveness to early computerized mathematics intervention

“…The findings of the current thesis were encouraging and in line with previous CAI studies (e.g., Kucian et al, 2011;Käser et al, 2013;Praet & Desoete, 2014;Wilson et al, 2009). As implied in reviews, assessment of the effectiveness of established CAI methods has been difficult due to varying target group characteristics, group sizes, numerical content practiced, instructional components, assessment methods, and the intensity and duration of interventions Kroesbergen & van Luit, 2003;.…”

“…After approximate comparison and exact object counting training, transfer effects were seen in arithmetic skills (Praet & Desoete, 2014). Improvement in symbolic number comparison has been reported after practicing approximate and exact magnitude comparison with training of number neighbors and basic arithmetic , and practicing approximate magnitude comparison skills with concrete dots, number symbols, and basic (symbolic) arithmetic (Wilson, Dehaene, Dubois, & Fayol, 2009). In addition, the practice of basic addition, addition and subtraction, addition and multiplication facts, as well as mixed practice of different arithmetic contents has been found to enhance arithmetic skills Mevarech & Rich, 1985).…”

“…However, this design enabled examining the stability of the potential intervention improvements, which has been rarely done in earlier CAI studies (cf. Wilson et al, 2009).…”

“…The game logic is identical in both contexts, but the graphics differ. Within the game, the child's first task is to choose the larger of two quantities presented with concrete objects (coins or coconuts), symbols, or basic addition or subtraction calculations (see also Wilson et al, 2009). After making this selection, the child moves game characters on a racetrack according to the selected quantity.…”

“…As studies have shown individual variation in intervention responsiveness to be large in a group of children with MD (e.g., , we would recommend examining the effects of a tailored, targeted training based on qualified screening assessments. The potential intervention benefits also should be followed by delayed assessments (e.g., Wilson et al 2009). In addition, game log data could provide more detailed information on an individual level, as well as generate insight into how children actually act while using the programs (see Käser et al, 2011 for more on using log file data in analyses of CAI effectiveness).…”