ArticleJournal of Intelligence2022
Computer-Based Intervention Closes Learning Gap in Maths Accumulated in Remote Learning.
Article in Journal of Intelligence, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 4 papers.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
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Who cites it
4 citing papers in PubMed.
- The Moderating Role of Intelligence and Prior Knowledge for the Effectiveness of a Computer-Based Mathematics Intervention in Students with Low Mathematics Performance.Journal of Intelligence · 2026Article
- A systematic review of AI-driven intelligent tutoring systems (ITS) in K-12 education.NPJ science of learning · 2025Article
- Learning and Instruction: How to Use Technology to Enhance Students' Learning Efficacy.Journal of Intelligence · 2024Article
- Subjective experiences and perceptions of learning a second language through digital games: A case study of Chinese college students.Frontiers in psychology · 2022Article
Corrections and comments
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Authors and funding
2 authors.
Funding
Abstract
Remote learning has reduced the mathematical performance of students. Mathematical reasoning is the critical skill that enables students to make use of all other mathematical skills. The aim of the present study was (1) to develop the mathematical reasoning skills of underachieving students and (2) to explore the application options, benefits and limitations of an online game-based intervention programme among third- and fourth-grade pupils (aged 9-11, N = 810). The content of the programme was designed to strengthen their basic maths skills in line with the curriculum. Beyond assigning the tasks, the digital intervention programme also performed the motivational, differentiation- and feedback-related tasks of the teacher. The reliability indices for pre-, post and follow-up test results proved to be high (Cronbach's alpha = .90, .91 and .92, respectively). The effect size of the programme proved to be significant in both grades (d = .22 and .38, respectively). The results confirm the potential of the intervention programme to close, or at least significantly reduce the Covid learning gap in basic maths skills, without the need for additional teacher work-which is an important aspect of successful implementation-in areas which are the most challenging for 9-to-11-year-old pupils in the domain of mathematics.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.