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Yang, Kai-Hsiang; Chu, Hui-Chun; Chiang, Li-Yu – Educational Technology & Society, 2018
Game-based learning (GBL) has been proven to be an attractive learning model by many studies; however, scholars have pointed out that the effectiveness of game-based learning could be limited if proper learning strategies are not incorporated. Prompting is a strategy that plays the important role of providing hints and guidance in interactive…
Descriptors: Educational Games, Grade 2, Elementary School Students, Elementary School Mathematics
Yang, Der-Ching; Huang, Ke-Lun – Journal of Educational Research, 2014
The authors compared the mental computation performance and mental strategies used by an experimental Grade 2 class and a control Grade 2 class before and after instructional intervention. Results indicate that students in the experimental group had better performance on mental computation. The use of mental strategies (counting, separation,…
Descriptors: Foreign Countries, Mental Computation, Grade 2, Intervention
H. Lee Swanson; Catherine M. Lussier; Michael J. Orosco – Journal of Learning Disabilities, 2015
This study investigated the role of strategy instruction and working memory capacity (WMC) on word problem solving accuracy in children with (n = 100) and without (n = 92) math difficulties (MD). Within classrooms, children in Grades 2 and 3 were randomly assigned to one of four treatment conditions: verbal-only strategies (e.g., underlining…
Descriptors: Cognitive Style, Learning Strategies, Short Term Memory, Problem Solving
Tavakolizadeh, Jahanshir; Qavam, Soghra Ebrahimi – Electronic Journal of Research in Educational Psychology, 2011
Introduction: Nowadays, self-regulated learning has become an important focus in research and a large number of studies have been undergone about self-regulation, school achievement and motivation of learning, but few researches has been done in the field of self-regulated leaning and motivational variables and attributions. This research has…
Descriptors: Experimental Groups, Control Groups, Academic Achievement, Learning Strategies
Fyfe, Emily R.; Rittle-Johnson, Bethany; DeCaro, Marci S. – Journal of Educational Psychology, 2012
Providing exploratory activities prior to explicit instruction can facilitate learning. However, the level of guidance provided during the exploration has largely gone unstudied. In this study, we examined the effects of 1 form of guidance, feedback, during exploratory mathematics problem solving for children with varying levels of prior domain…
Descriptors: Prior Learning, Feedback (Response), Learning Theories, Problem Solving