Study of UDL-Based Mathematics Games in Three Inclusive Fourth Grade Classrooms
Cindy Anderson, Roosevelt University, Chicago, United States ; Kevin Anderson, Elmwood Park Community Unit School District 401, United States
Society for Information Technology & Teacher Education International Conference, in New Orleans, Louisiana, United States ISBN 978-1-939797-02-5 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
A study was done assessing the effectiveness of 2 games designed using an authoring system with features that follow universal design for learning principles. These games were tested in 3 inclusive fourth grade classrooms. Students were administered a pretest and posttest of random multiplication facts from 0 to 12. They were given a Likert survey that was designed to measure their opinions about the effectiveness of the games as a tool to study multiplication facts. The Likert scale also was designed to measure the games' ability to keep students engaged. Results demonstrated a positive effect on multiplication achievement, however Likert results were mixed. Students scored above the midpoint when rating the games ability to keep them engaged but below the midpoint on their usefulness as a tool for practicing multiplication facts. Results may have been impacted by their opinion that the games could not be played without a teacher's intervention.
Anderson, C. & Anderson, K. (2013). Study of UDL-Based Mathematics Games in Three Inclusive Fourth Grade Classrooms. In R. McBride & M. Searson (Eds.), Proceedings of SITE 2013--Society for Information Technology & Teacher Education International Conference (pp. 2676-2683). New Orleans, Louisiana, United States: Association for the Advancement of Computing in Education (AACE).