The Impacts of Three Educational Technologies on Algebraic Understanding in the Context of COVID-19

• Main Authors: Lauren E. Decker-Woodrow (Author), Craig A. Mason (Author), Ji-Eun Lee (Author), Jenny Yun-Chen Chan (Author), Adam Sales (Author), Allison Liu (Author), Shihfen Tu (Author)
• Format: Book
• Published: SAGE Publishing, 2023-04-01T00:00:00Z.
• Subjects: article
• Online Access: Connect to this object online.
• Notes: 2332-8584; 10.1177/23328584231165919
• Keywords: Education; L
• Source: AERA Open, Vol 9 (2023)

The current study investigated the effectiveness of three distinct educational technologies-two game-based applications (From Here to There and DragonBox 12+) and two modes of online problem sets in ASSISTments (an Immediate Feedback condition and an Active Control condition with no immediate feedback) on Grade 7 students' algebraic knowledge. More than 3,600 Grade 7 students across nine in-person and one virtual schools within the same district were randomly assigned to one of the four conditions. Students received nine 30-minute intervention sessions from September 2020 to March 2021. Hierarchical linear modeling analyses of the final analytic sample (N = 1,850) showed significantly higher posttest scores for students who used From Here to There and DragonBox 12+ compared to the Active Control condition. No significant difference was found for the Immediate Feedback condition. The findings have implications for understanding how game-based applications can affect algebraic understanding, even within pandemic pressures on learning.