Investigating Elementary Students' Mathematics Anxiety-Performance Efficiency in Adaptive Learning Games: An Individual Differences Perspective

• In Event: Instructional Technology SIG Poster Session 1: Instructional Technology in K–12 Settings

Abstract

With the development of information and communication technology, today’s adaptive learning platforms frequently take form of highly visuospatial games to facilitate mathematic learning in K-12 education. A within-subjects, pretest-posttest research design was applied to investigate whether and how individual differences in visuospatial working memory capacity, verbal working memory capacity, inhibitory control, and set shifting influence student math fact mastery and math anxiety in ReflexTM. The study evidence regarding the role of visuospatial working memory capacity in increasing math anxiety over the course of a semester. Lower visuospatial working memory capacity also resulted in lower anxiety-performance efficiency in elementary students, that is, lower performance and higher anxiety for learning math.

Authors

• Jingwei Li, University of Florida

• Pasha Antonenko, University of Florida