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Random assignment across nine in-person and one virtual school district produced four conditions: two game-based applications (From Here to There and DragonBox 12+), and two ASSISTments online problem-set modes (Immediate Feedback versus Active Control without immediate feedback). Hierarchical linear modeling of N=1,850 shows higher posttest scores for students using both game-based tools relative to Active Control, with no significant difference for Immediate Feedback.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/the-impacts-of-three-educational-technologies-on-algebraic-understanding-in-the-context-of-covid-19/590183/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/the-impacts-of-three-educational-technologies-on-algebraic-understanding-in-the-context-of-covid-19/590183.png","ImageObject",300,407,{"name":92,"@type":93},"Adam","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Which three educational technologies were tested for Grade 7 algebra learning?","Question",{"text":112,"@type":113},"The study tested two game-based applications (From Here to There and DragonBox 12+) and two online ASSISTments problem-set modes (Immediate Feedback and Active Control without immediate feedback).","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How were students assigned to the four learning conditions?",{"text":117,"@type":113},"More than 3,600 Grade 7 students from nine in-person and one virtual school were randomly assigned to one of the four conditions for nine 30-minute intervention sessions from September 2020 to March 2021.",{"name":119,"@type":110,"acceptedAnswer":120},"What were the main findings about posttest scores?",{"text":121,"@type":113},"Students using From Here to There and DragonBox 12+ scored significantly higher on posttests than students in the Active Control condition, while the Immediate Feedback condition showed no significant difference.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},590183,1792165235,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},1374404737137,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","AERA Open  \nJanuary-December 2023, Vol. 9, No. 1, pp. 1–17 DOI: 10. 1177/23328584231165919  \nArticle reuse guidelines: [sagepub.com/journals-permissions](sagepub.com/journals-permissions)[ ](sagepub.com/journals-permissions)© The Author(s) 2023. [https://journals.sagepub.com/home/ero](https://journals.sagepub.com/home/ero)  \nThe Impacts of Three Educational Technologies on Algebraic Understanding in the Context of COVID-19  \nLauren E. Decker-Woodrow  \nWestat Inc  \nCraig A. Mason  \nUniversity of Maine  \nJi-Eun Lee  \nWorcester Polytechnic Institute  \nJenny Yun-Chen Chan  \nThe Education University of Hong Kong  \nAdam Sales  \nWorcester Polytechnic Institute  \nAllison Liu  \nWorcester Polytechnic Institute  \nShihfen Tu  \nUniversity of Maine  \nThe current study investigated the effectiveness of three distinct educational technologies—two game-based applications (From Here to There and DragonBox 12 +) and two modes of online problem sets in ASSISTments (an Immediate Feedback condition and an Active Control condition with no immediate feedback) on Grade 7 students’algebraic knowledge. More than  \n3,600 Grade 7 students across nine in-person and one virtual schools within the same district were randomly assigned to oneof the four conditions. Students received nine 30-minute intervention sessions from September 2020 to March 2021. Hierarchical linear modeling analyses of the final analytic sample (N = 1,850) showed significantly higher posttest scores for students who used From Here to There and DragonBox 12 + compared to the Active Control condition. No significant difference was found for the Immediate Feedback condition. The findings have implications for understanding how gamebased applications can affect algebraic understanding, even within pandemic pressures on learning.  \nKeywords: algebra, classroom research, educational games, educational technology, experimental research, game-based learning, hierarchical linear modeling, mathematics education, middle schools  \nAlgebrA is a critical foundation for learning advanced mathematics (National Mathematics Advisory Panel, 2008) . However, many middle and high school students struggle to understand even basic algebraic concepts (Kena et al., 2015; Kieran, 2006) . For example, students struggle to achieve a robust understanding of how to create, transform, and  \ninterpret algebraic expressions. This current study, therefore, tested the impacts of three educational technology interventions on algebraic understanding among students in Grade 7 across four conditions: (a) From Here to There (FH2T),(b) DragonBox 12 + (DragonBox), (c) Immediate Feedback, and (d) Active Control. The FH2T and DragonBox  \nCreative Commons Non Commercial CC BY-NC: This article is distributed under the terms of the Creative Commons  \nAttribution-NonCommercial 4.0 License ([https://creativecommons.org/licenses/by-nc/4.0/](https://creativecommons.org/licenses/by-nc/4.0/)) which permits non-commercial use,  \nreproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access pages ([https://us.sagepub.com/en-us/nam/open-access-at-sage](https://us.sagepub.com/en-us/nam/open-access-at-sage)).  \nDecker-Woodrow et al.  \nconditions represented use of game-based applications. Immediate Feedback entailed problem sets by using an online homework system, ASSISTments. For the purposes of this study, the Active Control condition mimicked traditional homework assignments while still using technology. Although this study independently investigated each of the three treatment conditions to the Active Control condition, it was hypothesized that FH2T, an interactive game developed based on theories of perceptual learning and embodied cognition, might improve students’ algebraic understanding through aligning their attention to, actions on, and perception of algebraic notations with high-level mathematical concepts to a greater extent than would DragonB","cbCainQbIPBsHPPc","https://ap.wps.com/l/cbCainQbIPBsHPPc","pdf",911894,17,"English","# Algebra Learning and Educational Technologies\n## Overview of the four conditions and underlying design theories\n## From Here to There (FH2T)\n## ASSISTments conditions (Immediate Feedback vs Active Control)","[{\"question\":\"Which three educational technologies were tested for Grade 7 algebra learning?\",\"answer\":\"The study tested two game-based applications (From Here to There and DragonBox 12+) and two online ASSISTments problem-set modes (Immediate Feedback and Active Control without immediate feedback).\"},{\"question\":\"How were students assigned to the four learning conditions?\",\"answer\":\"More than 3,600 Grade 7 students from nine in-person and one virtual school were randomly assigned to one of the four conditions for nine 30-minute intervention sessions from September 2020 to March 2021.\"},{\"question\":\"What were the main findings about posttest scores?\",\"answer\":\"Students using From Here to There and DragonBox 12+ scored significantly higher on posttests than students in the Active Control condition, while the Immediate Feedback condition showed no significant difference.\"}]","The Impacts of Three Educational Technologies on Algebraic Understanding in the Context of COVID-19 | PDF",1792069016,43]