Evaluating Feasibility and Effectiveness of Computerized Mathematic Training

Evaluating Feasibility and Effectiveness of Computerized Mathematic Training - A Randomized Controlled Trial

This is a randomized controlled trial that is carried out in collaboration with Knox County Schools, using an adaptive, open-access, online math training programs as intervention and student growth in math attainment as the primary outcome over one school year.

Study Overview

• Status: Completed
• Conditions: Math Teachers (Grades 2-8); Math Students (Grades 2-8)
• Intervention / Treatment: Other: Prodigy Math Training

Detailed Description

Computational fluency and understanding of mathematical concepts are essential for students' math achievement. Attainment of math learning goals in childhood uniquely predicts life-course success and wellbeing.Thus, investing in childhood math proficiency is critically important to prepare students for solving problems and succeeding in life. In schools, math teachers are faced with increasingly complex demands but instruction time is limited. Students who are struggling may need extensive individualized practice to succeed. To that end, novel computerized training methods are used in today's schools to help students obtain crucial abilities. According to the National Association for the Education of Young Children (NAEYC), most schools have adopted digital tools in the classroom, and they are increasingly interested in providing students access to new educational resources. Such specialized programs may have the potential to enhance children's academic growth trajectories, but they are not sufficiently evaluated. Moreover, teachers may not be prepared to select and use adequate digital tools.

There are numerous online learning programs that elicit different levels of motivation in students while adhering to Common Core State Standards. Some of them are expensive for schools whereas others are free, which makes them especially attractive for socioeconomically disadvantaged areas. One of the newer, but highly used programs is Prodigy, an adaptive open-access online math training game that continuously adapts to students' progress. Prodigy is different than most other programs because of its play-based, virtual reality environment that students explore with an avatar while solving math questions. As a result, students may be highly motivated and elect to spend more time on Prodigy than on other learning programs. Prodigy is currently being used by around 26 million students and teachers in the United States and Canada (https://www.prodigygame.com/), 150 school districts in the US have implemented Prodigy as part of their math curriculum, and many districts are expected to change from other programs to Prodigy, but the program has not been evaluated so far.

The investigators' aim is to evaluate the use and effectiveness of the adaptive Prodigy math training program via a randomized controlled trial (RCT) in the Knox County Schools (KCS) district.

• Study Type: Interventional
• Enrollment (Actual): 69
• Phase: Not Applicable

Contacts and Locations

Study Locations

• United States
  • Tennessee
    • Knoxville, Tennessee, United States, 37996-3531
      • University of Tennessee Knoxville

Participation Criteria

Eligibility Criteria

• Ages Eligible for Study: Child; Adult; Older Adult
• Accepts Healthy Volunteers: No
• Genders Eligible for Study: All

Description

Inclusion Criteria:

• Elementary and middle school math teachers
• Students grades 2-8

Exclusion Criteria:

n/a

Study Plan

How is the study designed?

Design Details

• Primary Purpose: Basic Science
• Allocation: Randomized
• Interventional Model: Parallel Assignment
• Masking: Single

Number of Arms

2

Arms and Interventions

Participant Group / Arm	Intervention / Treatment
Experimental: Prodigy Intervention Group; Teachers will use the Prodigy Math Training with their students in school for at least 20 minutes per day, 3 days per week, from August to December 2018.	Other: Prodigy Math Training; https://www.prodigygame.com/
No Intervention: Control Group; Instruction as usual = TAU

What is the study measuring?

Primary Outcome Measures

Outcome Measure	Measure Description	Time Frame
Change in mathematic achievement	Change in mathematic achievement trajectories assessed with standardized Aimsweb Concepts and Applications scales test scores at three defined time points over 8 months: baseline (pre-test) assessment is in September, post-test and follow-up assessments take place in early January and late April 2019. An increase in scores indicates better outcomes (i.e., positive change) over time.	8 months

Collaborators and Investigators

• Sponsor: The University of Tennessee, Knoxville
• Investigators: Principal Investigator: Julia Jaekel, PhD, University of Tennessee Knoxville

Study record dates

Study Major Dates

• Study Start (Actual): May 1, 2018
• Primary Completion (Actual): April 30, 2019
• Study Completion (Actual): May 30, 2019

Study Registration Dates

• First Submitted: October 5, 2018
• First Submitted That Met QC Criteria: October 12, 2018
• First Posted (Actual): October 15, 2018

Study Record Updates

• Last Update Posted (Actual): March 24, 2020
• Last Update Submitted That Met QC Criteria: March 23, 2020
• Last Verified: March 1, 2020

More Information

Terms related to this study

• Other Study ID Numbers: UTK IRB-18-04338-XM

Plan for Individual participant data (IPD)

• Plan to Share Individual Participant Data (IPD)?: NO

Drug and device information, study documents

• Studies a U.S. FDA-regulated drug product: No
• Studies a U.S. FDA-regulated device product: No