Project Activities
During Phase I in 2012, the researchers developed a prototype of Numbershire consisting of a 15-minute session with a small set of math activities. Twenty-four students, 13 of whom were identified as at risk for disabilities, participated in the pilot study. The research team found that the prototype functioned as intended, and that students were engaged when playing the prototype game. In Phase II, the game will be fully developed through an agile design process. The stages of this process will include pre-production (where game designers and curriculum developers define scope and sequence), production (where backend functionality and visual assets are added, and iteratively tested), alpha (where content and a formal pilot is completed), and beta (where final bug testing occurs). The researchers will test the feasibility and usability, fidelity of implementation, and the promise of the game to improve learning by carrying out a pilot study using a matched comparison of the lowest performing students in 30 2nd grade classrooms across several schools. Half of the students selected from each class will be randomly selected to play the game as a supplement to classroom learning whereas the other half will not have access to the game. Analyses will compare pre and post math scores.
People and institutions involved
IES program contact(s)
Products and publications
Product: The web-based game, Numbershire II, will include modules to support students with or at-risk for disabilities in learning 2nd grade level mathematics, as defined by Common Core State Standards, including fluency with place value ideas, foundations of multiplication, and procedural fluency with multi-digit operations. In the narrative-based game, each student will build and maintain an idyllic Renaissance-style village by applying math concepts. Tasks will include setting goals, advancing to more challenging levels, and competing for awards. The games will be motivating and engaging, and will support learners with or at risk for disabilities by providing explicit, systematic, and frequent instruction, differential learning pathways, and goal setting and formative assessment-based performance monitoring. A teacher management system will support professional development and will produce reports to guide instruction.
ERIC Citations: Find available citations in ERIC for this award here.
Video Demonstration of the Phase I Prototype: http://www.youtube.com/watch?v=zWpUXUAxlfQ
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