Relevant bibliographies by topics / School games

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'School games'

Author: Grafiati
Published: 4 June 2021
Last updated: 2 February 2022

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Journal articles on the topic "School games"

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Ritzhaupt, Albert D., Chris Frey, Nate Poling, and Margeaux C. Johnson. "Playing Games in School." International Journal of Gaming and Computer-Mediated Simulations 4, no. 2 (2012): 84–88. http://dx.doi.org/10.4018/jgcms.2012040105.

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McMillan, Ian. "School games ban lifted." Learning Disability Practice 11, no. 2 (2008): 5. http://dx.doi.org/10.7748/ldp.11.2.5.s7.

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Anderson-Levitt, Kathryn M. "High School Identity Games." Anthropology Education Quarterly 30, no. 3 (1999): 271. http://dx.doi.org/10.1525/aeq.1999.30.3.271.

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Vaidya, Varsha, Jayashree Gothankar, Prasad Pore, Reshma Patil, and Sujata Murarkar. "Green school audit of twenty two schools in Pune city." International Journal Of Community Medicine And Public Health 5, no. 2 (2018): 620. http://dx.doi.org/10.18203/2394-6040.ijcmph20170239.

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Background: The Green school audit is a tool designed to help school communities to audit their use of natural resources. It provides schools with the methodology to become environmental managers by assessing themselves. Green school audit was part of green games initiatives of commonwealth youth games Pune 2008 with objective to carry out environmental audit of schools involving school children. Methods: The programme was carried out from March 2008 to October 2008 as a part of Green Games initiative of Commonwealth Youth Games. Twenty two schools voluntarily participated in this programme. Four medical students per school and one teacher from the Department of Community Medicine were posted per school to train one school teacher and twenty five school children about the audit. Each school was provided with a Green School manual; a do it yourself (DIY) guide that helped students to assess the five key elements that comprises their school’s environment namely air, water, land, energy and waste. Results: 15 schools were in green zone for air audit, 9 schools were in green zone for water audit, 11 schools were in green zone for land audit, 13 schools were in green zone for waste audit and 10 schools were in green zone for energy audit. Conclusions: This assessment helped each participating school to identify where it currently stood and where it should be with regard to the environmental standards prescribed in the manual. This is a learning programme for students helping them to develop environmentally conscious attitudes and ultimately a responsible behavior.
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Chen, Juan, Shuxia Yang, and Bing Mei. "Towards the Sustainable Development of Digital Educational Games for Primary School Students in China." Sustainability 13, no. 14 (2021): 7919. http://dx.doi.org/10.3390/su13147919.

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Despite considerable discussion on the benefits of digital educational games, empirical research on their effectiveness in primary schools in China is limited. This case study aimed to promote the sustainable development of digital educational games in primary schools in China by examining the effect of digital educational games on primary school students’ vocabulary acquisition and ascertaining their perceptions and attitudes toward this approach. Given the purposes of this study, an embedded mixed methods research design was employed. Two Grade 4 classes at a Chinese primary school were recruited in this study. During the quasi-experiment, the experimental class (n = 50) was provided with educational game software, Quizlet, while the control class (n = 50) was taught through a traditional teaching method. The results show that integrating educational games into language education in the primary schools was effective in improving students’ vocabulary acquisition. This study makes a case for further research of digital educational games in language classrooms at a primary level in China. Implications are made regarding the future sustainable implementation of digital educational games in primary schools in China.
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Malek, Andrej, Marjan Ninčević, and Dunja Jurić Vukelić. "The Role of Playing Video Games on School Achievement." Communication Management Review 03, no. 02 (2019): 54–71. http://dx.doi.org/10.22522/cmr20180234.

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Sigurðardóttir, Helga Dís Ísfold. "Domesticating Digital Game-based Learning." Nordic Journal of Science and Technology Studies 4, no. 1 (2016): 5. http://dx.doi.org/10.5324/njsts.v4i1.2168.

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<p>This paper analyses the use of digital game-based learning in schools in Norway. It investigates the types of games used in Norwegian schools and how pupils experience this practice. As a result of the increased focus on digital skills in Norwegian education digital game-based learning is widely employed throughout Norway. This paper analyses this usage by way of focus group interviews with a total of sixty-four pupils in four different schools. It draws upon <em>domestication theory</em>, <em>actor-network theory</em>, and the concept of <em>script</em>, and makes use of Latour's <em>assemblage </em>approach.</p><p>Norwegian schools employ a variety of digital games for learning. Games used at the primary school level seem somewhat simpler in structure than those used a secondary school level. The domestication of digital game-based learning occurs through the construction of complex game-based learning assemblages. Games are applied in school and at home, as group work and as individual assignments, played on PCs and iPads. Pupils generally appreciate this practice, although they point out that digital games may have some shortcomings as teaching tools, and at the same time acknowledge a social stigma. Digital games play several different roles as non-human agents and, while educational games are played by the script, commercial games undergo certain script changes when employed in school settings. The domestication of digital game-based learning is a collective kind of domestication whereby both teachers and pupils engage in a two-way process. </p>
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Eskasasnanda, I. Dewa Putu. "Causes and Effects of Online Video Game Playing among Junior-Senior High School Students in Malang East Java." KOMUNITAS: International Journal of Indonesian Society and Culture 9, no. 2 (2017): 191–202. http://dx.doi.org/10.15294/komunitas.v9i2.9565.

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Science and technology development causes a lot of changes in any fields including the form of popular games among the Junior and Senior High School students in Indonesia.The traditional games that are famous formerly have been replaced by the modern games like online video game.This article discusses the cause and effect of the online video game playing on the Junior and Senior High Schools students in Malang.This study reveal that students play video games online due to peers pressure; and online video games are liked because they are considered more modern, practical, realistic and varied. Initially, students play online video games to relieve the fatigue due to studying at school, but subsequently, they are becoming addicted, and reach a condition that they find it difficult to stop playing games.This condition will directly affect their achievement in school.
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Wilson, Amanda, Thomas Hainey, and Thomas M. Connolly. "Using Scratch with Primary School Children." International Journal of Game-Based Learning 3, no. 1 (2013): 93–109. http://dx.doi.org/10.4018/ijgbl.2013010107.

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Newer approaches such as games-based learning (GBL) and games based-construction are being adopted to motivate and engage students within the Curriculum for Excellence (CfE) in Scotland. GBL and games-based construction suffer from a dearth of empirical evidence supporting their validity as teaching and learning approaches. To address this issue this paper will present the findings of observational research at PE level using Scratch as a tool to construct computer games. A list of criteria will be compiled for reviewing the implementation of each participant to gauge programming proficiency. The study will review 29 games from Primary 4 to Primary 7 level and will present the overall results and results for each individual year. This study will contribute to the empirical evidence in games-based construction by providing the results of observational research across different levels of PE and will provide pedagogical guidelines for assessing programming ability using a games-based construction approach.
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Manesis, Dionysios. "Barriers to the Use of Games-Based Learning in Pre-School Settings." International Journal of Game-Based Learning 10, no. 3 (2020): 47–61. http://dx.doi.org/10.4018/ijgbl.2020070103.

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The main aim of this research is to investigate how teachers perceive the barriers that limit the adoption and implementation of games-based learning in early childhood education on Cyprus. Teachers are working in public and private pre-schools. A 19-item questionnaire was administered to 148 early childhood teachers in Cyprus (78 public pre-school teachers and 70 private pre-school teachers). Factor analysis reveals three types of barriers to the use of games-based learning in early childhood classroom: lack of confidence, lack of support, and lack of equipment. The higher the teachers' self-efficacy in using digital games is, the lower the level of teachers' perception regarding the barrier lack of confidence becomes. Teachers with no frequent use of computer and digital games in the classroom perceive lack of confidence as a major barrier. Public pre-schools teachers have significantly more positive attitudes toward the usefulness of GBL than private pre-schools teachers.
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Dissertations / Theses on the topic "School games"

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FREITAS, LUIZ EDUARDO RICON DE. "ROLE PLAYING GAMES AND SCHOOL: A GAME OF MULTIPLE LANGUAGES AND COMPETENCIES. A CASE STUDY OF ROLE PLAYING GAMES AS PART OF THE SCHOOL´S CURRICULUM." PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO, 2006. http://www.maxwell.vrac.puc-rio.br/Busca_etds.php?strSecao=resultado&nrSeq=9584@1.

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CONSELHO NACIONAL DE DESENVOLVIMENTO CIENTÍFICO E TECNOLÓGICO<br>FUNDAÇÃO DE APOIO À PESQUISA DO ESTADO DO RIO DE JANEIRO<br>Este trabalho registra e analisa criticamente uma experiência de inserção dos jogos de RPG (Role Playing Game) como parte integrante do currículo de uma escola particular da zona sul do Rio de Janeiro, com o objetivo de se trabalhar a expressividade e a criatividade dos alunos por meio do uso de múltiplas linguagens e também como meio de se promover o desenvolvimento de variadas competências dentro de sala de aula. Ao todo, 69 crianças e jovens dos 9 aos 17 anos, alunos da 5ª série do Ensino Fundamental ao 2º ano do Ensino Médio, participaram das oficinas focalizadas nesta pesquisa. A metodologia utilizada no trabalho de campo incluiu tanto a observação, apoiada em cadernos de campo e fotografias, quanto a análise dos artefatos produzidos pelos alunos durante (e para) as sessões de jogo, sob a forma de descrições dos personagens, histórias, textos diversos, desenhos, mapas, maquetes etc, além da participação na montagem de mostras dos trabalhos, visitadas por pais, professores, familiares e demais membros da comunidade escolar. Ao lado do teatro, da música, da dança, do vídeo, dos desenhos animados e de outras linguagens e meios de expressão artística e cultural, a prática de jogos como o RPG, que reúnem ludicidade e criatividade, pode servir como forma de se aproximar o ambiente da escola do mundo complexo, múltiplo e multi-midiático no qual as crianças e os jovens das grandes cidades se encontram imersos em seu dia- a-dia.<br>This work documents an experiment in which Role Playing Games were part of the curriculum in a private school in Rio de Janeiro. The game was used as a tool to promote expression and creativity among the students and also the development of several competencies inside the classroom. Sixty-nine children and adolescents (ages 9 to 17, from the 5th to the 10th grade) took part in the workshops studied here. The filedwork methodology included observation, supported by field notes and photos, along with the analysis of artifacts produced by the students during (and for) the game sessions, such as character profiles, stories, assorted texts, drawings, maps, schetches, mock ups and others, and also their engajement in the preparation of a show, visited by parents, teachers, family membres and other members of the school community. As with theater, music, dace, video-production, animation and other forms of artistic and cultural expression, games like RPGs, that unite creativity and fun, might serve as a way to straighten the ties between the school and the complex, multiple and multimidiatic world where children and adolescents in major cities are imersed in day-to-day basis.
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Fader, Peter S. "Effective strategies for oligopolistic games." Thesis, Massachusetts Institute of Technology, 1987. http://hdl.handle.net/1721.1/14855.

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Gillispie, Lucas B. "Effects of a 3-D video game on middle school student achievement and attitude in mathematics." View electronic thesis, 2008. http://dl.uncw.edu/etd/2008-3/gillispiel/lucasgillispie.pdf.

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Walls, Richard. "Using Computer Games to Teach Social Studies." Thesis, Uppsala universitet, Institutionen för pedagogik, didaktik och utbildningsstudier, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-183039.

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This study investigates the effectiveness of two computer games as learning tools in comparison to established learning tools teaching two different topics in the course Social Studies 1b of the Swedish Upper Secondary School Curriculum. The use of computer games in education is placed in the context of changing ideas of the aims for education systems in the 21st Century with regard to student skills rather than content, including digital skills. The findings indicated that using these particular computer games as learning tools for these topics was at least as effective as the alternative, more established, lessons. Focus group discussions with students after the study lesson indicated a preference for variation in teaching methods and the desire for learning activities that require active student participation.
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Jemmali, Chaima. "May's Journey: A serious game to teach middle and high school girls programming." Digital WPI, 2016. https://digitalcommons.wpi.edu/etd-theses/455.

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May’s Journey is a game where you help a video game character, May, finding her friend and repairing the broken game world. This is a 3D puzzle game in which players solve an environmental maze by using the game’s pseudo code to manipulate the environment. The game is aimed at 12 to 18-year-old girls and the purpose is to attract them into Computer Science fields by teaching them basics of programming by focusing on logics and concepts while still asking them to type simple instructions in our programming language. Players do this in a compelling environment, with characters they can identify with,embedded in a relevant story. Our design process was based on our research on young female preferences in games and current teaching techniques for programming.Each decision we made whether for the teaching content, the art style, or the game mechanics and the techniques used to develop this game are motivated by the goal of making programming more appealing and interesting for girls. For this, we developed our own pseudo-code language in order to provide an interface that bridges the gap between drag and drop approach and real programming and introduce typing as part of the experience. We tested our game with 10 teenagers aged from 14 to 17 years old for educational content. We were pleased to see how engaged with the game they were. Overall, the testing results were mostly as expected. The players liked the game (rated 4.8 out of 6) and all of them wanted to play more of it. They all felt that they learned something and 8 of them expressed the will to learn more about programming. Unfortunately, the sample of players is too small to generalize our results so we plan to take the feedback into account, iterate and test it again with a larger study group and get conclusive results. Working on this project has allowed us to understand the importance of iterative design and early playtest feedback. We have also learned the importance of tutorials in games and how that might completely change the users’ experience. Finally, a crucial point was the importance of the UI helpers and targeted feedback in serious games.
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Rice, John W. 1967. "Using Myers-Briggs Personality Type Indicators to Predict High School Student Performance in an Educational Video Game." Thesis, University of North Texas, 2014. https://digital.library.unt.edu/ark:/67531/metadc799468/.

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Educational video games have proven a useful tool for educators, offering experiential pedagogy in a variety of fields. Predicting the success of a video game in engaging students and motivating them to work with relevant material is problematic. One approach was attempted through administering the Myers-Briggs Personality Type Indicator to 42 high school students and observing subsequent voluntary performance on a popular mathematics video game throughout one semester. Game dynamics matching certain personality elements of the students generally correlated between learning preferences in the classroom and in the online gaming environment. Students who enjoyed group dynamics in classroom settings likewise indicated enthusiasm for the group dynamics in game play. Those students preferring structured learning environments may prefer less open ended virtual learning gaming environments. Since the game incorporated multiple choice questions and rewarded correct choices made quickly, those students with personality styles in which questions are carefully considered before answering suffered in points scored compared to those used to making fast intuitive choices in exam settings. Additional studies, including those with larger populations and different types of video games, are needed for more definite conclusions.
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Chan, Ching-yin Amy, and 陳靜妍. "The new possibilities computer games offer for learning." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2003. http://hub.hku.hk/bib/B29600169.

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Robertson, Andrew David. "Massively multi-player online role-playing games in the secondary school classroom." Thesis, University of Canterbury. Education, 2007. http://hdl.handle.net/10092/1943.

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This research suggests applications in an instructional design programme that makes use of Massively-Multiplayer Online Role-playing Games (MMORPGs) in a classroom setting. The report suggests that teaching and learning programmes which use MMORPGs should cross curricula and pedagogical theorems within literacy learning. It hypothesises that without the clear and effective development of instructional design which embodies good planning; the involvement and engagement of students in preparatory work, questioning, rich learning tasks, goal setting and evaluation, and prospective activities, few school programmes will use MMORPGs as powerful and engaging learning instruments.
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Welsh, Paul John. "The politics and micropolitics of secondary school reorganisation : context, games and outcomes." Thesis, University of Kent, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.244323.

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Andrivet, Sébastien. "Customer research, customer-driven design, and business strategy in Massively Multiplayer Online Games." Thesis, Massachusetts Institute of Technology, 2007. http://hdl.handle.net/1721.1/39531.

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Thesis (M.B.A.)--Massachusetts Institute of Technology, Sloan School of Management, 2007.<br>This thesis is a part of an exploration of how the relationships between the customers of Massively Multiplayer Online Games (MMOGs) shape customer experience, and can be used to diminish customer churn and improve customer life expectancy, two critical drivers for any subscription-based business model. MMOGs are a very complex product, with a massive level of interaction within the customer base - in fact those interactions constitute a significant part of the appeal. Thus, MMOGs combine aspects of particularly tough online community management, online customer service, and game design/content creation. To be successful, all of those elements need a fine understanding of the customer, their needs and their virtual 'life' and relationships within the game world. This thesis explores the usefulness of detailed, sophisticated interview to gain a fine understanding of customer needs and of the tools necessary to organize communication with, and among, customers. From this knowledge, it projects examples of strategic thrusts necessary to achieve or maintain leadership within this recent, but very powerful and lucrative, business model.<br>by Sébastien Andrivet.<br>M.B.A.
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Books on the topic "School games"

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Potiphar, P. M. H. Games for home and school. Precise Educational, 1990.

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MacIver, Dan. Initiatives, games & activities--middle school. Adventures in Education, 1997.

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Ready for school. Scholastic, 1988.

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School of chess excellence. Edition Olms, 2002.

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Killoran, David M. LSAT logic games bible. Webcom, 2004.

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Killoran, David M. LSAT logic games bible. Webcom, 2007.

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Killoran, David M. LSAT logic games bible. Webcom, 2007.

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LSAT logic games workout. 2nd ed. Random House, 2009.

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Sabin, Val. Primary school games: A teaching manual. 2nd ed. Val Sabin, 2000.

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Games we should play in school. Front Row Experience, 1985.

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Book chapters on the topic "School games"

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Fletcher, Bobbie, Rachel Gowers, and Shahneila Saeed. "The Effects of Esports School Tournaments on Positive Behavioural Change." In Serious Games. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-61814-8_17.

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Ciesla, Robert. "Knowing Your Old-School Games." In Mostly Codeless Game Development. Apress, 2017. http://dx.doi.org/10.1007/978-1-4842-2970-5_8.

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Ramesh, Ridima, Xueyang Wang, Daniel Wolpow, et al. "Prism, a Game to Promote Autism Acceptance Among Elementary School Students." In Serious Games. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-030-02762-9_11.

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Chee, Yam San. "Game-Based Learning and the Challenges of School Reform." In Games-To-Teach or Games-To-Learn. Springer Singapore, 2015. http://dx.doi.org/10.1007/978-981-287-518-1_7.

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Alton, Janet E., and J. D. A. Widdowson. "SCHOOL RHYMES AND PARODIES." In Games, Rhymes, and Wordplay of London Children. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-02910-4_8.

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Bolton, Gary E., Werner Güth, Axel Ockenfels, and Alvin E. Roth. "Social Behavior in Economic Games." In The Selten School of Behavioral Economics. Springer Berlin Heidelberg, 2010. http://dx.doi.org/10.1007/978-3-642-13983-3_12.

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Yeo, Gee Kin. "Chinese Word Games for School Children." In Global Interdependence. Springer Japan, 1992. http://dx.doi.org/10.1007/978-4-431-68189-2_16.

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Diez, John Dominic S., and Edward F. Melcer. "Cookie Mania: A Serious Game for Teaching Internet Cookies to High School and College Students." In Serious Games. Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-61814-8_5.

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Ross, Amanda. "Mathematical Games and Learning." In Pedagogy and Content in Middle and High School Mathematics. SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6351-137-7_49.

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Roy, Satyaki, Pratiti Sarkar, and Surojit Dey. "Augmented Learning Experience for School Education." In Encyclopedia of Computer Graphics and Games. Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-08234-9_88-1.

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Conference papers on the topic "School games"

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"Summer School Program." In 2019 11th International Conference on Virtual Worlds and Games for Serious Applications (VS-Games). IEEE, 2019. http://dx.doi.org/10.1109/vs-games.2019.8864593.

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ÖZDEMIR, ŞAHIN KAYA, JUNICHI SHIMAMURA, and NOBUYUKI IMOTO. "PLAYING GAMES IN QUANTUM MECHANICAL SETTINGS: FEATURES OF QUANTUM GAMES." In Summer School on Mathematical Aspects of Quantum Computing. WORLD SCIENTIFIC, 2008. http://dx.doi.org/10.1142/9789812814487_0005.

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Gabriel, Sonja. "We Make Games. Using Serious Game Design Concepts in Secondary School." In 2019 11th International Conference on Virtual Worlds and Games for Serious Applications (VS-Games). IEEE, 2019. http://dx.doi.org/10.1109/vs-games.2019.8864518.

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Asmus, Tiago da Cruz, and Gracaliz Pereira Dimuro. "On Fuzzy Probabilities in Bayesian Games." In 2011 Workshop-School on Theoretical Computer Science (WEIT). IEEE, 2011. http://dx.doi.org/10.1109/weit.2011.31.

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McKenzie, Sophie, Shaun Bangay, Lisa M. Barnett, Nicola D. Ridgers, and Jo Salmon. "Encouraging organized active game play in primary school children." In 2014 IEEE Games, Media, Entertainment (GEM) Conference. IEEE, 2014. http://dx.doi.org/10.1109/gem.2014.7047972.

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"SCHOOL AGE CHILDREN’S COGNITION IDENTIFICATION BY MINING INTEGRATED COMPUTER GAMES DATA." In Serious Games on Computer Science Learning. SciTePress - Science and and Technology Publications, 2012. http://dx.doi.org/10.5220/0003917204950505.

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Shaw, Alan, and Richard Schlesinger. "Developing Middle School and High School Computer Science Pedagogies that use Gaming and Collaborative Educational Paradigms." In Annual International Conferences on Computer Games, Multimedia and Allied Technology. Global Science & Technology Forum (GSTF), 2008. http://dx.doi.org/10.5176/978-981-08-8227-3_cgat08-57.

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Jesmin, Triinu, and Tobias Ley. "Investigating teachers' practices of using games in school." In OpenSym '16: The International Symposium on Open Collaboration. ACM, 2016. http://dx.doi.org/10.1145/2957792.2957805.

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Werner, Linda L., Shannon Campe, and Jill Denner. "Middle school girls + games programming = information technology fluency." In the 6th conference. ACM Press, 2005. http://dx.doi.org/10.1145/1095714.1095784.

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Urrutia, Ana, and Miren Josu Arriolabengoa. "GAMES AND MUSIC: CONTRIBUTIONS FOR CHILDREN´S SCHOOL." In International Conference on Education and New Learning Technologies. IATED, 2016. http://dx.doi.org/10.21125/edulearn.2016.0886.

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Reports on the topic "School games"

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Styugina, Anastasia. Internet game "Sign me up as an astronaut" for the formation of the social and psychological experience of younger adolescents with disabilities by means of game psychocorrection. Science and Innovation Center Publishing House, 2020. http://dx.doi.org/10.12731/sign_me_up_as_an_astronaut.

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In the practice of a teacher-psychologist at the School of Distance Education, the game “Sign me up as an astronaut”, developed by the author, was tested, aimed at developing the skills of social and psychological interaction in younger adolescents with disabilities through the awareness and strengthening of personal resources by means of game psychocorrection. The specifics of the work of a psychologist at the School of Distance Education are determined by the following circumstances: - students have a severe disability and the corresponding psychophysical characteristics: instability of the emotional-volitional sphere, lack of motivation, severe physical and mental fatigue, low level of social skills, etc. - the use of distance educational technologies in psychocorrectional work; - lack of methodological recommendations for psychocorrectional work in conditions of distance technologies with school-age children. Such recommendations are available mainly for adults, they relate to the educational process, but they do not cover the correctional process. There is enough scientific and methodological literature on psychological and pedagogical correction, which is the basis for ensuring the work of a practicing psychologist, but there are difficulties in transferring these techniques, games, etc. - to the remote mode of correctional and developmental work, especially in the form of group work. During the game, various social and psychological situations are solved, which are selected strictly according to the characteristics of the social experience of the participants.
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Roschelle, Jeremy, Britte Haugan Cheng, Nicola Hodkowski, Julie Neisler, and Lina Haldar. Evaluation of an Online Tutoring Program in Elementary Mathematics. Digital Promise, 2020. http://dx.doi.org/10.51388/20.500.12265/94.

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Abstract:
Many students struggle with mathematics in late elementary school, particularly on the topic of fractions. In a best evidence syntheses of research on increasing achievement in elementary school mathematics, Pelligrini et al. (2018) highlighted tutoring as a way to help students. Online tutoring is attractive because costs may be lower and logistics easier than with face-to-face tutoring. Cignition developed an approach that combines online 1:1 tutoring with a fractions game, called FogStone Isle. The game provides students with additional learning opportunities and provides tutors with information that they can use to plan tutoring sessions. A randomized controlled trial investigated the research question: Do students who participate in online tutoring and a related mathematical game learn more about fractions than students who only have access to the game? Participants were 144 students from four schools, all serving low-income students with low prior mathematics achievement. In the Treatment condition, students received 20-25 minute tutoring sessions twice per week for an average of 18 sessions and also played the FogStone Isle game. In the Control condition, students had access to the game, but did not play it often. Control students did not receive tutoring. Students were randomly assigned to condition after being matched on pre-test scores. The same diagnostic assessment was used as a pre-test and as a post-test. The planned analysis looked for differences in gain scores ( post-test minus pre-test scores) between conditions. We conducted a t-test on the aggregate gain scores, comparing conditions; the results were statistically significant (t = 4.0545, df = 132.66, p-value &lt; .001). To determine an effect size, we treated each site as a study in a meta-analysis. Using gain scores, the effect size was g=+.66. A more sophisticated treatment of the pooled standard deviation resulted in a corrected effect size of g=.46 with a 95% confidence interval of [+.23,+.70]. Students who received online tutoring and played the related Fog Stone Isle game learned more; our research found the approach to be efficacious. The Pelligrini et al. (2018) meta-analysis of elementary math tutoring programs found g = .26 and was based largely on face-to-face tutoring studies. Thus, this study compares favorably to prior research on face-to-face mathematics tutoring with elementary students. Limitations are discussed; in particular, this is an initial study of an intervention under development. Effects could increase or decrease as development continues and the program scales. Although this study was planned long before the current pandemic, results are particularly timely now that many students are at home under shelter-in-place orders due to COVID-19. The approach taken here is feasible for students at home, with tutors supporting them from a distance. It is also feasible in many other situations where equity could be addressed directly by supporting students via online tutors.
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3

Fisher, Diana. Introducing Complex Systems Analysis in High School Mathematics Using System Dynamics Modeling: A Potential Game-Changer for Mathematics Instruction. Portland State University Library, 2000. http://dx.doi.org/10.15760/etd.2945.

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