Effects of mathematics computer games on special education students’ multiplicative reasoning ability

Abstract

This study examined the effects of a teacher-delivered intervention with online math-ematics mini-games on special education students’ multiplicative reasoning ability(multiplication and division). The games involved declarative, procedural, as well asconceptual knowledge of multiplicative relations, and were accompanied with teacher-led lessons and class discussions. A pretest–posttest control-group design was employed,with 81 students from five schools for special primary education (three experimentalschools and two control schools). The intervention consisted of two 10-week gameperiods in which a total of 16 mini-games were offered as part of the regular educationalprogram for multiplicative reasoning. The control group students played non-multiplicative mini-games; for multiplicative reasoning, they followed their regulareducational program without mini-games. In both groups, students’ multiplicative rea-soning ability significantly increased. Regarding declarative knowledge of multiplicationfacts, learning outcomes were significantly higher in the experimental group as com-pared with the control group. This finding indicates the usefulness of mini-games forenhancing special education students’ mathematics fact knowledge. Learning outcomeson a test measuring procedural and conceptual knowledge of multiplicative reasoningdid not differ between experimental and control group. For these learning outcomes,then, the mini-games intervention did not have added value but can still be considered a“safe” alternative approach.