Working Memory and Executive Function Predictors of Math Learning Performance in Adaptive Learning Games

• In Event: Technology, Instruction, Cognition, Learning: Current Trends in Theory and Research

Abstract

With the expansion and development of information and communication technologies and computer graphics, today’s adaptive learning platforms frequently take form of visuospatial games to facilitate mathematics learning in K-12 education. A within-subjects, pretest-posttest research design was applied to explore how individual differences in verbal and visuospatial working memory capacity and executive functions influence elementary students’ math fact mastery as they engage in a visuospatial, game-based adaptive learning platform for practicing math facts. Visuospatial working memory capacity predicted math fact gain within the visuospatial games but not on a traditional paper-and-pencil assessment. Similarly, inhibitory control and set shifting predicted performance math fact gain within the visuospatial games but only set shifting was a predictor of learning on a paper-and-pencil assessment.

Authors

• Jingwei Li, University of Florida

• Pasha Antonenko, University of Florida