Chan and colleagues examined the impact of two game-based technologies on conceptual knowledge, procedural knowledge, and procedural flexibility in algebraic equation solving. Two different game-based technologies are DragonBox Algebra 12+ (DragonBox) and From Here to There! (FH2T). DragonBox is a commercial app in which students move and combine pictures on the screen to isolate a box containing a dragon, similar to solving for x in algebraic equations. FH2T is a researcher-developed game in which students transform mathematical expressions from a start state (e.g., 16x29) to a specified goal state (e.g., 16x30 - 16x1) using gesture actions (e.g., tapping, dragging) on screen. Both games are based on the idea that an individual perceives mathematical symbols as objects in space and both provide immediate feedback during the game. While the designer of DragonBox disguises the algebraic symbols under images, the designer of FH2T presents algebraic notations in the game. The sample was...

“Evidence-based,” a currently popular concept, assumes that identifying the high-quality interventions with valid positive results will enhance educational outcomes on a widespread scale. Clearinghouses (CHs) push this process forward by setting their chosen scientific criteria, evaluating studies of the required quality, synthesizing the study results, and proposing recommendations. To probe into the consistency of the meanings of “evidence-based” in different CHs, Cook and colleagues recently examined 12 educational clearinghouses to (1) compare their effectiveness criteria, (2) estimate how consistently they evaluate the same program, and (3) analyze why their evaluations differ. How variable are CHs in their effectiveness criteria? All the CHs value randomized control trials (RCT) as the preferred experimental design, but they vary in how they test whether an RCT is well-implemented enough to deserve the highest study-quality ranking. Quasi-experimental designs were treated more variably than RCTs based on separate standards for different categories. Additionally, different CHs place...

The latest National Assessment of Educational Progress (NAEP) (2019) indicates that 65% of fourth graders in the U.S. do not show proficiency in reading. Given that reading skills in kindergarten and first grade have been demonstrated by many studies to be critical to students’ academic success and societal achievements, there is an urgent demand for interventions that effectively facilitate young children’s acquisition of reading skills. Recently, a study was conducted to examine the effect of a one-on-one high-dosage tutoring program, Chapter One, on kindergarten and first grade learners. Chapter One provides students who struggle to read with paraprofessional tutors who help them develop their literacy skills via digital applications. This study involved 185 kindergarten and first grade students in an Ohio Title 1 school, who were randomly assigned to the treatment group, who received both teacher instruction and Chapter One tutoring 2-3 times per week during school days, or the...

Language abilities in the early years have a long-lasting influence on children’s learning in school and later life. However, a considerable number of children enter school with weak language skills. Because e-books are increasingly considered an effective tool to narrow the gap, a meta-analysis published in the Educational Research Review investigated the effects of e-books on language support in early childhood education and care (ECEC). The meta-analysis evaluated the effectiveness of e-book reading in ECEC on children’s language development in comparison to two conditions: regular childcare without e-books, and print book reading in classrooms. After reviewing the studies published between 2000 and 2018 in English or German, the review identified 17 studies that met the inclusion criteria, such as involving at least 10 children, consisting of typically-developing and at-risk children (excluding children with developmental disorders), and using the society-spoken language (excluding a foreign language). Results indicated that e-book reading in...

A recent quasi-experimental study was conducted by Shi and Cheung to evaluate the effect of an author developed and scripted a social emotional learning program, which based on the Collaborative Academic, Social, and Emotional Learning (CASEL) framework, on Chinese primary students. Participants were 366 students (boys = 197) from 8 fifth grade classrooms in one primary school in Northern China (4 intervention, 4 control). Outcome measures included five competencies for social emotional skills, namely, self-awareness, self-management, social awareness, relationship skills, and responsible decision making. The Strength and Difficulties Questionnaire (SDQ) scales was used to identify strength and difficulties of children’s behavior, emotions, and relationships. All scales assessed through self-reported questionnaire. Students in treatment group attended 12 40-min lessons in fall semester of 2021. After controlling baseline scores and students’ characteristics, results of MANCOVA showed: Compared to students in control group, students in treatment group scored significantly higher in self-awareness (ES=+0.37),...

Studies have indicated that high levels of anxiety could undermine adolescents’ peer interactions and academic performance and could increase the risk of other mental health issues. Positive psychology intervention (PPI) was found to prevent mental illness and enhance positive mental health. A randomized controlled trial by Kwok and colleagues examined whether a multicomponent positive psychology intervention (MPPI) would enhance gratitude and emotional intelligence, which in turn would reduce anxiety and increase happiness in adolescents. First, four secondary schools were selected randomly in Hong Kong and grade 8 and grade 9 students of those four schools undertook the anxiety subscale of the Hospital Anxiety and Depression Scale (HADS). Second, of those identified as probable anxiety cases according to HADS scores, half were randomly assigned to the experiment group (n=46) and the other half to the control group (n=46). The experimental group attended a 7-session intervention which lasted for 7 weeks with...

The first few years of a novice teacher’s career are important, and they are usually provided with formalized induction programs to help them develop and grow as teachers. A new meta-analysis published in the Educational Research Review studied the effects of novice teacher induction programs, in order to better understand how formalized induction programs impact in-service teachers and their students. In order to meet the criteria for inclusion, studies had to: (1) examine formalized induction and/or mentoring of novice teachers in PK-12 school settings; (2) use experimental, quasi-experimental, or correlational research designs; (3) include enough statistical information to allow for the calculation of effect sizes; (4) be published between 2010 and 2019; (5) be written in English. A total of 17 studies met these inclusion criteria, consisting of 6 intervention studies and 11 correlational studies. Overall, the random-effects models for both intervention and correlational studies showed positive and statistically significant...

With the rapid development of modern technology and its extensive application in education, China seeks to popularize education technology in K-12 classrooms. A recent meta-analysis by Ni and colleagues provided insights into the impact of educational technology on English reading achievement for Chinese English second language learners (ESLs) and compared different instructional models. The meta-analysis included 35 eligible studies which targeted Chinese K-12 participants conducted from 2000 to 2020 in Greater China. Five learning models were classified in the study: The multimedia-transmission model (k=11) is a teacher-centred model using computer-assisted multimedia instruction (e.g., music, videos). The comprehensive model (k=8) incorporates technology into the core curriculum which integrates computer or mobile-assisted instruction into non-technology-based classroom activities. For example, using digital dictionary apps for a vocabulary memorizing competition in the class. Supplementary activities (k=5) involve supplementary learning activities performed outside the classroom. The integrated online-learning system (k=5) is a learning management system...

A study conducted by Fuchs and colleagues looked at the effectiveness of interventions that combine training on working memory (WM) and word-problem solving (WPS). The four interventions were as follows: Intervention 1 – general training on WM Intervention 2 – training on WPS without WM training Intervention 3 – training on WPS with math-specific WM training Control group – no intervention General WM training consisted of sessions using verbal and visuospatial modalities, to which the authors added 5 minutes on mathematics practice. The WPS intervention used in the study was Pirate Math that consists of four phases in each session: arithmetic problems, word-problem solving with a tutor, games, and practice. Finally, math-specific WM training was developed by the authors to support students in applying their working memory capacity in mathematics. A randomized study evaluated the effects of the interventions on academic outcomes of students with math difficulties in second grade....