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Related Concept Videos

Learning Disabilities01:25

Learning Disabilities

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Learning disabilities are cognitive disorders caused by neurological impairments that affect cognitive functions like language and reading, without indicating overall intellectual or developmental challenges. These disabilities differ from global intellectual or developmental disabilities as they are limited to distinct cognitive functions. Common learning disabilities include dysgraphia, dyslexia, and dyscalculia, each of which impacts unique aspects of learning.
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Cognitive Learning01:21

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Cognitive learning is based on purposive behavior, incidental learning, and insight learning.
E. C. Tolman's theory of purposive behavior emphasizes that much behavior is goal-directed. He argued that to understand behavior, we must look at the entire sequence of actions leading to a goal. For instance, high school students study hard, not just due to past reinforcement but also to achieve the goal of getting into a good college.
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Computer-Based Intervention Closes Learning Gap in Maths Accumulated in Remote Learning.

Réka Ökördi1, Gyöngyvér Molnár2

  • 1Doctoral School of Education, University of Szeged, 32-34 Petőfi sgt., 6722 Szeged, Hungary.

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An online game improved math skills for underachieving students, helping to close the Covid learning gap. This digital intervention supported basic math skills and motivation without extra teacher workload.

Keywords:
computer-basedgame-basedmathematical reasoningprimary schoolremedial education

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Area of Science:

  • Education
  • Cognitive Psychology
  • Educational Technology

Background:

  • Remote learning negatively impacted student mathematical performance.
  • Mathematical reasoning is crucial for overall math proficiency.
  • A significant learning gap in mathematics emerged post-pandemic.

Purpose of the Study:

  • To enhance mathematical reasoning skills in underachieving students.
  • To evaluate an online, game-based intervention for 3rd and 4th graders.
  • To explore the benefits and limitations of digital math interventions.

Main Methods:

  • An online, game-based program targeted basic math skills aligned with the curriculum.
  • The digital intervention provided motivation, differentiation, and feedback.
  • The study involved 810 pupils aged 9-11, with pre-, post-, and follow-up testing.

Main Results:

  • High reliability indices for test results (Cronbach's alpha = .90–.92).
  • Significant effect sizes (d = .22 and .38) in both grades, indicating program effectiveness.
  • The intervention successfully addressed challenging mathematical areas for the age group.

Conclusions:

  • The game-based program shows potential to significantly reduce the Covid learning gap in basic math skills.
  • Digital interventions can effectively support student learning without increasing teacher workload.
  • The findings highlight the value of targeted, technology-enhanced math education for elementary students.