The Effects of Educational Computer Game on Low-Performing Children's Early Numeracy Skills--An Intervention Study in a Preschool Setting

Autor/inn/en	Aunio, Pirjo; Mononen, Riikka
Titel	The Effects of Educational Computer Game on Low-Performing Children's Early Numeracy Skills--An Intervention Study in a Preschool Setting
Quelle	In: European Journal of Special Needs Education, 33 (2018) 5, S.677-691 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Aunio, Pirjo)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0885-6257
DOI	10.1080/08856257.2017.1412640
Schlagwörter	Educational Games; Computer Games; Instructional Effectiveness; Preschool Children; Preschool Education; Low Achievement; Numeracy; Low Income Students; At Risk Students; Learning Problems; Intervention; Computer Assisted Instruction; Foreign Countries; Mathematics Tests; Outcomes of Education; Finland (Helsinki) + Suchen Sie Ihr Suchwort? Educational game; Lernspiel; Computer game; Computerspiel; Computerspiele; Unterrichtserfolg; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Unterdurchschnittliche Leistung; Rechenkompetenz; Lernproblem; Computer based training; Computerunterstützter Unterricht; Ausland; Lernleistung; Schulerfolg
Abstract	The aim of this study was to determine the effects of an educational computer game, Lola's World, on low-performing children's early numeracy skills. Four preschools with 33 children from families of low socio-economic status (M[subscript age] = 5.5 years) took part in this study. Of the 33 children, 23 were split randomly into two groups: an intervention group playing a numeracy game (Lola's World) and an active control group playing an early reading skills game (Lola's ABC party). The remaining 10 children served as a passive control group. The intervention phase lasted three weeks, during which time the children played the games daily for about 15 min. The children's numeracy skills were measured using the Early Numeracy Test. Those children (n = 22) who exhibited low numeracy (i.e. at risk for learning difficulties in mathematics) were included in the analyses. The three groups did not differ in terms of parental educational levels or home languages. They were comparable in terms of nonverbal reasoning and the amount of time spent playing. The Lola's World group improved its early numeracy performance from pretest to post-test. No between-group differences were found. The results are discussed in relation to providing game-based support for low-performing preschoolers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01