Does "Measure Up!" Measure Up? Evaluation of an iPad App to Teach Preschoolers Measurement Concepts

Autor/inn/en	Schenke, Katerina; Redman, Elizabeth J. K. H.; Chung, Gregory K. W. K.; Chang, Sandy M.; Feng, Tianying; Parks, Charles B.; Roberts, Jeremy
Titel	Does "Measure Up!" Measure Up? Evaluation of an iPad App to Teach Preschoolers Measurement Concepts
Quelle	(2020), (37 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Program Evaluation; Instructional Effectiveness; Teaching Methods; Handheld Devices; Computer Oriented Programs; Preschool Education; Preschool Children; Mathematics Instruction; Measurement; Mathematics Skills; Parent Participation; Game Based Learning; Educational Games; Mathematical Concepts + Suchen Sie Ihr Suchwort? Programme evaluation; Programmevaluation; Unterrichtserfolg; Teaching method; Lehrmethode; Unterrichtsmethode; Computerprogramm; Pre-school education; Vorschulerziehung; Pre-school age; Preschool age; Child; Children; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschule; Mathematics lessons; Mathematikunterricht; Messverfahren; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Elternmitwirkung; Educational game; Lernspiel
Abstract	Understanding digital supports for early learning is paramount for school readiness and later mathematics learning. We present results from a randomized control trial evaluating a digital app (Measure Up!) and a parent companion app (Super Vision) designed to teach children measurement concepts, a skill that many teachers do not feel comfortable teaching. Ninety-nine 4- and 5-year-old children were randomly assigned to one of three conditions: Measure Up!, Super Vision + Measure Up!, or a control game. Analyses revealed a statistically significant effect of being in the treatment group (Measure Up! or Measure Up! + Super Vision) on children's posttest scores (about two additional questions correct), controlling for the pretest and demographic characteristics (gender, SES). In particular, gains were made for children's understanding of pan balances. There was no significant difference between the two treatment groups. Results suggest that apps can be designed to help children learn important mathematics skills; however, more research needs to be done to understand how parent supports can be better designed. Implications for evaluation and design of game-based learning tools are discussed. [This paper was published in "Computers and Education" v146 2020.] (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01