Project Activities
The researchers tested the impact of the NumberShire Level 1 gaming intervention on proximal and distal mathematics outcomes for students in first and second grade using a randomized controlled trial. They also determined the relationship between moderator variables (e.g., student demographics, self-regulation) and math outcomes and tested a theory of change about the relationships between mathematics outcomes and behavioral self-regulation, productive disposition towards mathematics, and intervention dosage.
Structured Abstract
Setting
The study was conducted in elementary schools in Nevada, including schools with high percentages of English language learners and students from economically disadvantaged backgrounds.
Sample
The project involved 1,708 first grade students identified as being at risk for mathematics learning disabilities. They were recruited from 39 classrooms within 13 elementary schools, with one teacher per classroom and one math specialist per school also participating.
NumberShire Level 1 is an intervention that was developed to target students with or at risk for mathematics learning disabilities. The intervention includes 12 hours of individualized instruction in a game environment, occurring for 15 minutes per day, 4 days a week, for 12 weeks. The key features of the game include evidence-based explicit instructional and technological design and delivery, critical early math content focused on whole number concepts, and an engaging gaming platform. Trained instructional assistants facilitate the intervention in a computer lab or other location where students use the game.
Research design and methods
The researchers conducted a multi-site randomized controlled trial, blocking on classroom, to determine the efficacy of the NumberShire Level 1 game on student mathematics outcomes. Students were randomly assigned and received their respective math interventions (NumberShire Level 1 or usual instruction) in the spring of first grade, with data collection post intervention and at follow up in second grade. The research team investigated the role of behavioral self-regulation and productive disposition towards mathematics in predicting differences in mathematics outcomes for students at risk for mathematics learning disabilities.
Control condition
Students in the control condition received business-as-usual math instruction.
Key measures
Student outcome measures included researcher-developed measures of conceptual understanding and procedural fluency with whole numbers, easyCBM Math (a standardized, computerized assessment), Assessing Student Proficiency in Early Number Sense, NumberShire Proximal Assessment (previously developed by the researchers), Texas Elementary Mathematics Inventory Outcomes Computation subtest, and the Test of Early Mathematics Ability. Fidelity of implementation was measured with the Technology Observation Tool. Behavioral self-regulation was measured by the Head-Toes-Knees-Shoulders observation assessment and the Child Behavior Rating Scale completed by teachers. Number of practice items completed was used as a measure of intervention dosage. Productive disposition towards mathematics was measured through a modified survey of self-efficacy for math learning, growth mindset in math, and perceived value of math learning.
Data analytic strategy
Data were analyzed using a mixed-model analysis of covariance approach that accounts for the nested structure of the data at posttest after the first year and at the follow-up in second grade. This model was extended to look at interactions to test the moderator hypotheses. Multilevel multiple regression analyses were used to examine the theoretical relationships between the underlying processes (active engagement in frequent practice, self-regulation, and productive disposition) and mathematics outcomes.
Key outcomes
The main findings of this project, as reported by the principal investigator, are as follows:
- When data were combined across all cohorts, NumberShire students achieved greater gains from pretest to posttest than control students on both individual and group proximal assessments of mathematics outcomes.
- NumberShire students also had higher posttest scores than control students on the standardized test of computation. However, no significant differences were found in the other standardized math assessments
People and institutions involved
IES program contact(s)
Project contributors
Products and publications
ERIC Citations: Find available citations in ERIC for this award here.
Publicly Available Data: The final dataset is available from the University of Oregon. Interested parties can contact Nancy Nelson (njnelson@bu.edu) to obtain access.
Additional online resources and information: https://ctlmarketplace.uoregon.edu/product/numbershire; https://www.youtube.com/@NumberShire; https://www.facebook.com/Numbershire
Project website:
Publications:
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Journal articles
Nelson, N. J., Fien, H., Doabler, C. T., & Clarke, B. (2016). Considerations for realizing the promise of educational technology. TEACHING Exceptional Children, 48(6), 293-300.
Additional project information
Previous Principal Investigator: Ben Clarke
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