Game-based number learning effects on Special Education students’ mathematics performance and motivation
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Mostra el registre complet de l'elementcomunitat-uji-handle:10234/9
comunitat-uji-handle2:10234/174799
comunitat-uji-handle3:10234/174800
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INVESTIGACIONMetadades
Títol
Game-based number learning effects on Special Education students’ mathematics performance and motivationData de publicació
2021-03-20Editor
Psychology and Education JournalISSN
1553-6939; 0033-3077Cita bibliogràfica
Perez-Civera, A., & Alegre, F. (2021). Game-Based Number Learning Effects on Special Education Students’ Mathematics Performance and Motivation. Psychology and Education Volume 58 No. 4Tipus de document
info:eu-repo/semantics/articleVersió de l'editorial
http://psychologyandeducation.net/pae/index.php/pae/article/view/4706Versió
info:eu-repo/semantics/publishedVersionParaules clau / Matèries
Resum
This paper presents a study of game-based number learning in special education settings. The experience was carried out at a Singular Education Action Center in Spain, that is, a center in which students’ socioeconomic ... [+]
This paper presents a study of game-based number learning in special education settings. The experience was carried out at a Singular Education Action Center in Spain, that is, a center in which students’ socioeconomic status is low and their academic performance is under average compared to the national standards. A pretest-posttest design with no control group was carried out to evaluate the mathematics performance of the students before and after the game-based number learning experience. Likewise, focus groups were held to find out students' motivation towards this methodology. Statistical significant improvements (Students’ t-test = 4.58, p <0.01) and a moderate effect size (Hedge’s g = 0.32) was reported for students’ mathematics performance after the GBNL implementation. [-]
Publicat a
Psychology and Education, Vol. 58 No. 4 (2021)Drets d'accés
info:eu-repo/semantics/openAccess
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