Digital games for learning basic arithmetic at home.

Area of Science:

• Educational Technology
• Developmental Psychology
• Cognitive Science

Background:

• Individualized learning support is crucial for early learners, particularly when traditional instruction is limited.
• Digital games offer a potential avenue for supplementary education, accessible outside the classroom.

Purpose of the Study:

• To evaluate the effectiveness of a progressive digital game, NumberBeads, in enhancing early numeracy skills among first-graders.
• To compare the impact of NumberBeads with a similar multiple-choice game (NumberChoice) on student learning outcomes.
• To assess the feasibility of unsupervised home-based learning for foundational numerical competence.

Main Methods:

• 140 first-grade students were randomly assigned to play either NumberBeads or NumberChoice at home.
• NumberBeads required constructing numerical representations in a digital microworld.
• NumberChoice used multiple-choice questions with immediate feedback.

Main Results:

• Both games were successfully completed by students without direct supervision.
• NumberBeads demonstrated significantly greater improvements in numeracy, particularly for students identified as low-attaining.
• Learners in both groups showed some improvement, indicating the potential of home-based digital learning.

Conclusions:

• Digital games can effectively support early numeracy development when played at home.
• NumberBeads shows promise for targeted intervention, especially for struggling learners, requiring minimal parental guidance.
• The study validates the use of unsupervised digital tools for reinforcing basic numerical skills.