The effects of educational computer game on low-performing children’s early numeracy skills – an intervention study in a preschool setting

Show full item record



Permalink

http://hdl.handle.net/10138/308670

Citation

Aunio , P & Mononen , R 2018 , ' The effects of educational computer game on low-performing children’s early numeracy skills – an intervention study in a preschool setting ' , European Journal of Special Needs Education , vol. 33 , no. 5 , pp. 677-691 . https://doi.org/10.1080/08856257.2017.1412640

Title: The effects of educational computer game on low-performing children’s early numeracy skills – an intervention study in a preschool setting
Author: Aunio, Pirjo; Mononen, Riikka
Contributor organization: Department of Education
Date: 2018
Language: eng
Number of pages: 15
Belongs to series: European Journal of Special Needs Education
ISSN: 0885-6257
DOI: https://doi.org/10.1080/08856257.2017.1412640
URI: http://hdl.handle.net/10138/308670
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 (Mage = 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.
Subject: 516 Educational sciences
At risk for learning difficulties
computer-assisted instruction
digital learning
EARLY NUMERACY
INTERVENTION
LOW PERFORMANCE
NUMBER SENSE
Mathematical difficulties
LEARNING-DISABILITIES
assisted-instruction
KINDERGARTEN-CHILDREN
TEACHING MATHEMATICS
income preschoolers
arithmetic skills
AT-RISK
STUDENTS
Peer reviewed: Yes
Rights: unspecified
Usage restriction: openAccess
Self-archived version: acceptedVersion


Files in this item

Total number of downloads: Loading...

Files Size Format View
AunioMononen_Lo ... SNE_resubmission031117.pdf 1.238Mb PDF View/Open

This item appears in the following Collection(s)

Show full item record