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Game-Based Training to Promote Arithmetic Fluency
The research team designed and evaluated a mobile game to promote rapid retrieval of arithmetic facts among a group of children aged 7–8 years (n = 97). The design of the game was based on principles drawn from research literature in mathematical cognition, game-based learning, and game design. The...
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| Main Authors: | , , , |
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| Format: | Default Article |
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2019
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| Online Access: | https://hdl.handle.net/2134/11830413.v2 |
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| _version_ | 1818167238850510848 |
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| author | Timothy Jay Jake Habgood Martyn Mees Paul Howard-Jones |
| author_facet | Timothy Jay Jake Habgood Martyn Mees Paul Howard-Jones |
| author_sort | Timothy Jay (8391627) |
| collection | Figshare |
| description | The research team designed and evaluated a mobile game to promote rapid retrieval of arithmetic facts among a group of children aged 7–8 years (n = 97). The design of the game was based on principles drawn from research literature in mathematical cognition, game-based learning, and game design. The game trains basic number knowledge within a motivating context. It tested an implication of theory of automatization of arithmetic facts that training of recognition of multiples of single-digit numbers should lead to greater fluency in solving multiplication and division problems. A quasi-experimental design was employed to test whether the game improves retrieval of arithmetic facts. Children played the game in their classrooms for 20 min a day for 2 weeks. Comparisons between pre- and post-tests showed that the game playing group outperformed controls with a medium to large effect size (>0.6). These results suggest an improvement in arithmetic fluency equivalent to around 7 months' progress and provide rare empirical evidence supporting transfer of game-based training to a pencil-and-paper test. The findings are consistent with a connectionist theory of arithmetic skill, by showing that improved recognition of multiples contributes to multiplication and division skill. The theoretical and practical implications of these findings are discussed. |
| format | Default Article |
| id | rr-article-11830413 |
| institution | Loughborough University |
| publishDate | 2019 |
| record_format | Figshare |
| spelling | rr-article-118304132019-10-22T00:00:00Z Game-Based Training to Promote Arithmetic Fluency Timothy Jay (8391627) Jake Habgood (8434835) Martyn Mees (8434837) Paul Howard-Jones (8434844) Design Game-based learning Evaluation Interdisciplinary/multidisciplinary Primary education Arithmetic The research team designed and evaluated a mobile game to promote rapid retrieval of arithmetic facts among a group of children aged 7–8 years (n = 97). The design of the game was based on principles drawn from research literature in mathematical cognition, game-based learning, and game design. The game trains basic number knowledge within a motivating context. It tested an implication of theory of automatization of arithmetic facts that training of recognition of multiples of single-digit numbers should lead to greater fluency in solving multiplication and division problems. A quasi-experimental design was employed to test whether the game improves retrieval of arithmetic facts. Children played the game in their classrooms for 20 min a day for 2 weeks. Comparisons between pre- and post-tests showed that the game playing group outperformed controls with a medium to large effect size (>0.6). These results suggest an improvement in arithmetic fluency equivalent to around 7 months' progress and provide rare empirical evidence supporting transfer of game-based training to a pencil-and-paper test. The findings are consistent with a connectionist theory of arithmetic skill, by showing that improved recognition of multiples contributes to multiplication and division skill. The theoretical and practical implications of these findings are discussed. 2019-10-22T00:00:00Z Text Journal contribution 2134/11830413.v2 https://figshare.com/articles/journal_contribution/Game-based_training_to_promote_arithmetic_fluency/11830413 CC BY 4.0 |
| spellingShingle | Design Game-based learning Evaluation Interdisciplinary/multidisciplinary Primary education Arithmetic Timothy Jay Jake Habgood Martyn Mees Paul Howard-Jones Game-Based Training to Promote Arithmetic Fluency |
| title | Game-Based Training to Promote Arithmetic Fluency |
| title_full | Game-Based Training to Promote Arithmetic Fluency |
| title_fullStr | Game-Based Training to Promote Arithmetic Fluency |
| title_full_unstemmed | Game-Based Training to Promote Arithmetic Fluency |
| title_short | Game-Based Training to Promote Arithmetic Fluency |
| title_sort | game-based training to promote arithmetic fluency |
| topic | Design Game-based learning Evaluation Interdisciplinary/multidisciplinary Primary education Arithmetic |
| url | https://hdl.handle.net/2134/11830413.v2 |