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Direct linkDi Liu; Linxuan Yi; Rui Kang – Journal of Computer Assisted Learning, 2025
Background: Spatial reasoning is a crucial factor in students' mathematics performance. Providing training to elementary students in spatial reasoning is a promising way to improve their performance in mathematics. The use of digital games to assist instruction has been found to have a positive impact on students' spatial reasoning. Objective:…
Descriptors: Spatial Ability, Mathematics Achievement, Elementary School Students, Technology Uses in Education
Liru Hu; Gaowei Chen; Jiajun Wu – Journal of Computer Assisted Learning, 2024
Background: The existing research on dialogue-based learning and teaching predominantly highlights its capacity to yield productive educational outcomes, yet it often overlooks the pivotal factor of participation equity, which is fundamental to ensuring the efficacy of dialogic teaching and learning. Objectives: In this study, participation equity…
Descriptors: Problem Solving, Participation, Equal Education, Student Participation
Lu Zhang; Yue Lei; Tim Pelton; Leslee Francis Pelton; Junjie Shang – Journal of Computer Assisted Learning, 2024
Background: Digital game-based learning (DGBL) has the potential to provide a gender inclusive learning environment for children. Objective: The present study aimed to explore gendered differences among primary school learners in grades three, four, and five within the context of game-based fraction learning from cognitive, motivational and…
Descriptors: Gender Differences, Game Based Learning, Mathematics Education, Electronic Learning
Yang, Jie Chi; Kuo, Wen-Chi – Journal of Computer Assisted Learning, 2022
Background: Digital game-based learning (DGBL) has been shown to be an effective strategy for promoting learning motivation. However, a lack of attention has been paid to investigating the effects of individual differences on elementary students' reading motivation and in-gaming achievements in DGBL. Objectives: This study developed an educational…
Descriptors: Grade 3, Grade 4, Grade 5, Elementary School Students
Bullock, Emma P.; Roxburgh, Allison L.; Moyer-Packenham, Patricia S.; Bektas, Elif; Webster, Joseph S.; Bullock, Kathleen A. – Journal of Computer Assisted Learning, 2021
This study focused on an examination of how type, quality and children's awareness of design features in digital math games, along with an awareness of the mathematics goals of the game, were related to learning outcomes. We conducted a parallel conversion mixed methods study with 45 students in Grades 3 and 4 (ages 9-10). Students participated in…
Descriptors: Mathematics Instruction, Game Based Learning, Video Games, Outcomes of Education
Sun, Lihui; Hu, Linlin; Yang, Weipeng; Zhou, Danhua; Wang, Xiaoqian – Journal of Computer Assisted Learning, 2021
Computational thinking (CT) plays a vital role in the fields of science, technology, engineering and mathematics (STEM). However, whether students' learning attitude towards STEM is related to their CT skills remains unknown. Two studies were conducted to address this knowledge gap. In Study 1, we validated a newly developed STEM learning attitude…
Descriptors: STEM Education, Predictor Variables, Computer Science, Thinking Skills
Javora, Ondrej; Hannemann, Tereza; Volná, Kristina; Dechterenko, Filip; Tetourová, Tereza; Stárková, Tereza; Brom, Cyril – Journal of Computer Assisted Learning, 2021
The present study investigates affective-motivational, attention, and learning effects of unexplored emotional design manipulation: "Contextual animation" (animation of contextual elements) in multimedia learning game (MLGs) for children. Participants (N = 134; M[subscript age] = 9.25; Grades 3 and 4) learned either from an experimental…
Descriptors: Animation, Context Effect, Multimedia Materials, Instructional Materials
Tanimoto, S.; Thompson, R.; Berninger, V. W.; Nagy, W.; Abbott, R. D. – Journal of Computer Assisted Learning, 2015
Computer scientists and educational researchers evaluated effectiveness of computerized instruction tailored to evidence-based impairments in specific learning disabilities (SLDs) in students in grades 4-9 with persisting SLDs despite prior extra help. Following comprehensive, evidence-based differential diagnosis for dysgraphia (impaired…
Descriptors: Grade 4, Grade 5, Grade 6, Grade 8
Lin, C.-P.; Chen, W.; Yang, S.-J.; Xie, W.; Lin, C.-C. – Journal of Computer Assisted Learning, 2014
Improving students' reading comprehension is of significance. In this study, collaborative learning supported by Group Scribbles (GS), a networked technology, was integrated into a primary reading class. Forty-seven 10-year-old students from two 4th grade classes participated in the study. Experimental and control groups were established to…
Descriptors: Elementary School Students, Experimental Groups, Control Groups, Comparative Analysis
