Do tech games help students better understand algebra?

By Claire Shin, Johns Hopkins University

Especially in the midst of pressures to address Covid-related learning loss, educators may consider the results of a recent study demonstrating the potential benefits of two game-based technology interventions on students’ understanding of algebra. Over 3,600 7th graders participated in a randomized controlled trial of nine 30-minute sessions in the 2020-21 school year at the peak of the pandemic across 4 conditions. 

The conditions were: 1) a game called From Here to There, 2) a game called DragonBox 12+, 3) ASSISTments, a program that gives immediate feedback while students are working on problem sets through an online system, and 4) a “traditional” homework system on technology. From Here to There is a program that lets students physically manipulate parts of algebraic expressions with actions or gestures like dragging numbers. DragonBox has students figure out where the dragon is to simulate solving for an x variable, but begins by not including any math at all. ASSISTments can include reports to teachers on feedback given to students in their class, and is sometimes paired with teacher training on adaptive instruction, although teacher training was not a part of the present study.

The study showed that students who had played both the From Here to There and DragonBox games learned significantly more than the students in the “traditional” homework system condition. Students in the ASSISTments program also learned more than in the “traditional” condition, however this was not statistically significant after controlling for demographic and academic factors. With students more connected to technology than ever before, these findings may offer helpful evidence for educators planning for math interventions in the next school year.