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Evaluating the generalization of math fact fluency gains across paper and computer performance modalities
Gary J Duhon1, Sara H House, Terry A Stinnett
1Oklahoma State University, USA. gary.duhon@okstate.edu
Journal of School Psychology
|June 5, 2012
Summary
Computer-based math drills improved fluency on screen but did not transfer to paper-and-pencil tests for second graders. Gains were specific to the intervention format, highlighting context-dependent learning in educational technology.
Area of Science:
- Educational Psychology
- Cognitive Science
- Educational Technology
Background:
- Computer-based interventions are increasingly utilized in educational settings.
- Understanding the transfer of learning from digital platforms to traditional methods is crucial for effective pedagogy.
Purpose of the Study:
- To investigate whether math fact fluency gains from a computer-based intervention generalize to paper-and-pencil performance.
- To assess the context-specificity of learning acquired through digital educational tools.
Main Methods:
- Thirty-one second-grade students participated in the study.
- Participants completed math fact fluency drills either via computer or paper-and-pencil format.
- A doubly multivariate repeated measures ANOVA was used to analyze pretest-posttest data across both formats.
Main Results:
- Students who improved math fact fluency using the computer-based intervention did not show similar gains on paper-and-pencil tasks.
- The positive effects of the computer intervention were confined to the digital format.
Conclusions:
- Learning gains from computer-based math interventions may not automatically transfer to traditional paper-and-pencil assessments.
- The findings underscore the importance of considering the context of intervention delivery and assessment in educational research.
