Efficacy of Learning Trajectory-Based Number and Shape Computer Games for Young Children

• In Event: 63.060 - Impact of Digital Technology on Young Children's Learning

Abstract

We conducted a teaching experiment (Steffe & Thompson, 2000) to evaluate the efficacy of learning trajectory-based computer games designed for young children in the areas of number (counting and subitizing) and shape (including composition of 2D shapes). Six pre-K children were pre-assessed (and post-assessed, using REMA; Sarama, Clements, & Wolfe, 2010) to determine each child’s initial (and final) learning trajectory levels (Clements & Sarama, 2009, 2014). The children individually played 4 distinct games, facilitated by a teacher-researcher, for 8 instructional sessions, averaging 17 minutes each. Findings suggest that the specially designed computer-based games support children’s learning as intended. Further, the games are engaging, promote learning that is transferrable beyond the game environment, and, for some students, engender additional off-game mathematizing.

Authors

• Candace Joswick, University of Denver

• Douglas H. Clements, University of Denver

• Julie Sarama, University of Denver