Effects of playing mathematics computer games on primary school students’ multiplicative reasoning ability

Bakker, Marjoke; Heuvel–Panhuizen, Marja van den; Robitzsch, Alexander

doi:10.1016/j.cedpsych.2014.09.001

Cited by 67 publications

(41 citation statements)

References 30 publications

(45 reference statements)

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“…In total, 32 different mini‐games were played (8 per game period). Descriptions of all mini‐games can be found in Bakker et al (). In each research condition, the teachers received detailed instructions on how to treat the games (see Bakker et al , ).…”

Section: Methodsmentioning

confidence: 99%

“…Different Skills and Insight Tests were used at the different time points (grades), which were linked through anchor items. Additionally, to control for order effects, in each grade four different test versions were used, with different orders of items and different subsets of the total set of test items (for more information, see the dataset documentation and Bakker et al , ). A scaling procedure (mean‐mean linking, see Kolen & Brennan, ) was used to put the scores of the different test versions and different timepoints on a common scale, one for Skills and one for Insight, leading to weighted likelihood estimation (WLE) scores for each test (see Wu, Adams, Wilson & Haldane, ).…”

Section: Methodsmentioning

confidence: 99%

“…The results of the BRXXX study have been published in Bakker, Van den Heuvel‐Panhuizen and Robitzsch (). The current paper presents the dataset collected in the project.…”

Section: Introductionmentioning

confidence: 99%

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Longitudinal data on the effectiveness of mathematics mini‐games in primary education

Bakker¹,

Heuvel–Panhuizen²,

Robitzsch³

2015

Brit J Educational Tech

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This paper describes a dataset consisting of longitudinal data gathered in the BRXXX project. The aim of the project was to investigate the effectiveness of online mathematics mini-games in enhancing primary school students' multiplicative reasoning ability (multiplication and division). The dataset includes data of 719 students from 35 primary schools in the Netherlands, who were followed from end Grade 1 to end Grade 3. Participating schools were randomly divided over three experimental conditions (playing at school, at home or at home with debriefing at school) and a control group. Tests of multiplicative reasoning ability were administered at the end of Grade 1 (pretest) and the end of Grade 2 and Grade 3 (posttests). In addition to the scores on these tests, the dataset includes measures of gameplay behavior, ie, the time and effort students put in the games, and some student background variables.

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Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

See 1 more Smart Citation

Longitudinal data on the effectiveness of mathematics mini‐games in primary education

Bakker¹,

Heuvel–Panhuizen²,

Robitzsch³

2015

Brit J Educational Tech

Self Cite

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“…The US National Council of Teachers of Mathematics (NCTM), for instance, claimed that, Btechnology is an essential tool for learning mathematics in the 21st century, and all schools must ensure that all their students have access to technology^ (2008, p.1). Also, there is research evidence that the use of ICT can have positive effects both on students' mathematics achievement (Li and Ma 2010) as well as on their perception of mathematics (Bakker et al 2015;Barkatsas et al 2009) and can support students in both exploring and expressing mathematical ideas (Ghosh 2012). In algebra education, ICT use contributes significantly to its learning and teaching (Rakes et al 2010).…”

Section: Introductionmentioning

confidence: 99%

Improving Grade 7 Students’ Achievement in Initial Algebra Through a Technology-Based Intervention

Jupri

Drijvers

Heuvel–Panhuizen

2015

Digit Exp Math Educ

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Digital technology plays an increasingly important role in daily life, mathematics education and algebra education in particular. To investigate the effect of a technology-rich intervention related to initial algebra on the achievement of 12-13 year old Indonesian students, we set up an experiment. The experimental group's intervention focused on equations in one variable and is characterized by an alternated use of paper-and-pencil and digital work, and by the intertwining of word problems and bare algebra problems. The control group was taught in a regular way without digital tools. Students from eight classes in four schools took part in a pre-test and a post-test. The results showed that the experimental group's (n=131) gain score was significantly higher than the control group's (n=119) score, with a medium effect size. Also, a school factor was found to affect student achievement. The qualitative analysis of student written and digital work during the teaching experiment corroborated the quantitative results. Both results confirm the effectiveness of this type of technology-rich intervention for enhancing student achievement in algebra.

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“…Three dependent measures were used to assess the students' learning of multiplicative reasoning (the knowledge test, the skills test and the insight test) as well as a general mathematics ability test. Their findings revealed that mini games could improve students' procedural and conceptual knowledge [4].…”

Section: A Educational Math Gamesmentioning

confidence: 99%

On line and other Game-Based Learning for Mathematics

Drigas

Pappas

2015

Int. J. Onl. Eng.

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Abstract!The last decade, researchers and educators have shown particular interest for the use of educational video games in mathematics education, in an effort to provide educational character to entertainment. In this paper we represent some of the most representative studies which evaluate the effects of video games on mathematics achievement as well as the improvement of memory, attention and cognitive skills. As indicated by the studies, video games may constitute useful tools in mathematics education as they support children's comprehension on fundamental concepts, but also motivate them to see positively the course of mathematics.

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Effects of playing mathematics computer games on primary school students’ multiplicative reasoning ability

Cited by 67 publications

References 30 publications

Longitudinal data on the effectiveness of mathematics mini‐games in primary education

Longitudinal data on the effectiveness of mathematics mini‐games in primary education

Improving Grade 7 Students’ Achievement in Initial Algebra Through a Technology-Based Intervention

On line and other Game-Based Learning for Mathematics

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