Game-based number learning effects on Special Education students’ mathematics performance and motivation
![Thumbnail](/xmlui/bitstream/handle/10234/197097/77423_AlegreF_2021.pdf.jpg?sequence=5&isAllowed=y)
Ver/ Abrir
Metadatos
Mostrar el registro completo del ítemcomunitat-uji-handle:10234/9
comunitat-uji-handle2:10234/174799
comunitat-uji-handle3:10234/174800
comunitat-uji-handle4:
INVESTIGACIONMetadatos
Título
Game-based number learning effects on Special Education students’ mathematics performance and motivationFecha de publicación
2021-03-20Editor
Psychology and Education JournalISSN
1553-6939; 0033-3077Cita bibliográfica
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. 4Tipo de documento
info:eu-repo/semantics/articleVersión de la editorial
http://psychologyandeducation.net/pae/index.php/pae/article/view/4706Versión
info:eu-repo/semantics/publishedVersionPalabras clave / Materias
Resumen
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. [-]
Publicado en
Psychology and Education, Vol. 58 No. 4 (2021)Derechos de acceso
info:eu-repo/semantics/openAccess
Aparece en las colecciones
- EDE_Articles [414]