The NS1 gaming intervention produced significant effects favoring the treatment group on proximal measures of whole-number concepts and skills in first-grade students at risk for mathematics difficulties¶

Claim · All claims
Evidence · 1 study · causal r? · q3
Currency · newest study 2016 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? First-grade students randomly assigned to NS1 showed significant advantages over controls on proximal measures of whole-number concepts and skills. → Hank Fien 2016

Evidence¶

Hank Fien 2016¶

Hank Fien, Christian T. Doabler, Nancy J. Nelson, Derek B. Kosty, Ben Clarke & Scott K. Baker (2016). An Examination of the Promise of the NumberShire Level 1 Gaming Intervention for Improving Student Mathematics Outcomes. Journal of Research on Educational Effectiveness. https://doi.org/10.1080/19345747.2015.1119229

q3 · i? · causal · r?

Randomized controlled trial in which 250 first-grade students were assigned within classrooms to NS1 treatment or business-as-usual control; the article reports "signi ficant effects favoring the treatment group on pr oximal measures of whole-number concepts and skills." No effect size for this finding appears in the supplied text.

"Results indicate signi ficant effects favoring the treatment group on pr oximal measures of whole-number concepts and skills."

Discussion¶

Related Claims¶

• NS1 intervention effects were not statistically significant for distal outcome measures — related
• No relationship was found between treatment dosage variables and students' response to the NS1 intervention — related
• NS1 was implemented with moderate overall fidelity and substantial variability between groups, with treatment students completing on average 18.6 sessions and 499.8 practice opportunities — related