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Direct linkSpitzer, Markus Wolfgang Hermann; Moeller, Korbinian – Journal of Computer Assisted Learning, 2022
Background: Mastering fractions seems among the most critical mathematical skills for students to acquire in school as fraction understanding significantly predicts later mathematic achievements, but also broader academic and vocational prospects. As such, identifying longitudinal predictors of fraction understanding (e.g., mastery of numbers and…
Descriptors: Fractions, Mathematics Instruction, Mathematics Skills, Predictor Variables
Karnam, DurgaPrasad; Agrawal, Harshit; Parte, Pranay; Ranjan, Saurabh; Borar, Priyanka; Kurup, Prasanna Prakash; Joel, Amose Jebin; Srinivasan, Pattamadai Sankaran; Suryawanshi, Uddhav; Sule, Aniket; Chandrasekharan, Sanjay – Journal of Computer Assisted Learning, 2021
Educational technology designs in developing countries mostly focus on making knowledge resources widely available, through MOOCs, repositories and computer-based tutoring. The use of digital media for cognitive augmentation, particularly interactive designs that help learners understand modelling topics in STEM, is underexplored. We report a…
Descriptors: Educational Technology, Foreign Countries, Developing Nations, Models
Jenny Yun-Chen Chan; Avery H. Closser; Vy Ngo; Hannah Smith; Allison S. Liu; Erin Ottmar – Journal of Computer Assisted Learning, 2023
Background: Prior work has shown that middle school students struggle with algebra and that game-based educational technologies, such as DragonBox and From Here to There!, are effective at improving students' algebraic performance. However, it remains unclear which aspects of algebraic knowledge shift as a result of playing these games and what…
Descriptors: Teaching Methods, Game Based Learning, Middle School Students, Algebra
