The Impacts of Three Educational Technologies on Algebraic Understanding in the Context of COVID-19 [From Here to There! vs. Business-as-usual]
Decker-Woodrow, Lauren E.; Mason, Craig A.; Lee, Ji-Eun; Chan, Jenny Yun-Chen; Sales, Adam; Liu, Allison; Tu, Shihfen (2023). AERA Open v9 n1 p1-17 . Retrieved from: https://eric.ed.gov/?id=ED627889
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examining1,119Students, grade7
Single Study Review
Review Details
Reviewed: December 2023
- Single Study Review (findings for From Here to There! (FH2T))
- Randomized Controlled Trial
- Meets WWC standards without reservations because it is a randomized controlled trial with low attrition.
This review may not reflect the full body of research evidence for this intervention.
Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.
Findings
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Outcome measure |
Comparison | Period | Sample |
Intervention mean |
Comparison mean |
Significant? |
Improvement index |
Evidence tier |
|---|---|---|---|---|---|---|---|---|
|
Algebraic Knowledge Assessment (posttest) |
From Here to There! (FH2T) vs. Active Control Problem Sets with Post-Assignment Feedback |
2 Weeks |
Full sample - From Here to There;
|
4.59 |
4.29 |
Yes |
|
|
Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.
Sample Characteristics
Characteristics of study sample as reported by study author.
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Female: 48%
Male: 52% -
Suburban
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Race Asian 25% Black 5% Native American 1% Other or unknown 18% Pacific Islander 0% White 52% -
Ethnicity Hispanic 15% Not Hispanic or Latino 85% -
Eligible for Free and Reduced Price Lunch Other or unknown 100%
Study Details
Setting
This study took place in grade 7 classrooms from one large district in the southeastern United States and included 9 suburban middle schools and 34 teachers. For students in the 8 schools providing in-person instruction, the study occurred during math classrooms. For students in the one school providing virtual instruction, the study assignments were given as part of the student’s home learning assignments.
Study sample
The researchers randomly assigned a total of 2,149 students within classrooms to the intervention group (1,430 students) or the comparison group (719 students). The analytic sample included 753 and 366 intervention and comparison students, respectively, in 143 classrooms taught by 34 grade 7 math teachers in 9 schools. The sample was made up of 48% female, 52% White, 25% Asian, 5% Black, 1% American Indian, less than 1% Pacific Islander, and 18% of students had other or unknown race. The sample included 15% Hispanic students. The sample also included 8% students with individualized education programs.
Intervention Group
From Here to There! (FH2T) is an educational technology game that seeks to improve student math proficiency by using embodied cognition and perceptual learning theories. Within FH2T, algebraic notations undergo a transformation into interactive elements that enforce mathematical rules through their physical movements. Students interact with and alter mathematical expressions through a range of gestures, including dragging and tapping, which are performed on the screen. In each problem presented by FH2T, students are confronted with two expressions: an initial expression, which is dynamic and amenable to transformation, and a target goal that, while mathematically equivalent, differs from the initial expression. To reach the target, students employ algebraic principles. Intervention students were provided with a total of nine 30-minute sessions throughout the academic year. They were given a two-week timeframe to complete each session, with four sessions in the fall semester and five in the spring semester. Before and after the intervention, students underwent assessments that lasted 40 to 45 minutes, covering topics such as algebraic knowledge, mathematics anxiety, and self-efficacy. All interventions and assessments were conducted online, with students working independently at their own pace using electronic devices. The mathematical content included arithmetic and algebraic equation solving. A countdown timer was integrated into the system to ensure that students spent a similar amount of time using the technology. Students had the flexibility to pause and resume the timer, allowing for breaks and resumption at their convenience.
Comparison Group
Students in the comparison condition received the same math content as the intervention group, including arithmetic and algebraic equation solving. Comparison students also completed assignments using the same types of technology offered to the intervention condition students. Students in the comparison condition received feedback after their assignments were complete, rather than during the exercise.
Support for implementation
The authors did not describe any support for implementation.
An indicator of the effect of the intervention, the improvement index can be interpreted as the expected change in percentile rank for an average comparison group student if that student had received the intervention.
For more, please see the WWC Glossary entry for improvement index.
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The sample on which the analysis was conducted.
The group to which the intervention group is compared, which may include a different intervention, business as usual, or no services.
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The number of students included in the analysis.
The mean score of students in the intervention group.
The mean score of students in the comparison group.
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Study findings for this report.
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