Learning multiplicative reasoning by playing computer games

Abstract

This paper reports about a large-scale longitudinal field experiment investigating the effects of online mathematics mini-games on second- and third-graders’ multiplicative reasoning abilities. The study included students in regular primary education (n = 719) and special primary education (n = 81). There were three experimental conditions: playing multiplicative mini-games at school, at home, and at home with debriefing at school. In the control condition mini-games on other mathematical topics were played at school. For regular primary education, results showed that the mini-games were most effective in the home-school condition, where they promoted both multiplicative skills and insight (significant ds ranging from 0.22 to 0.29). In the school condition, an effect was only found for insight in Grade 2 (d = 0.35); in the home condition there were no effects. In special primary education, a significant effect was found for the school condition in improving multiplicative fact knowledge (d = 0.39).