Game-Based Number Learning Effects on Special Education Students’ Mathematics Performance and Motivation
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This paper presents a study of game-based number learning in special education settings. The experience was carried out at a Singular Education Action Center in Spain, that is, a center in which students’ socioeconomic status is low and their academic performance is under average compared to the national standards. A pretest-posttest design with no control group was carried out to evaluate the mathematics performance of the students before and after the game-based number learning experience. Likewise, focus groups were held to find out students' motivation towards this methodology. Statistical significant improvements (Students’ t-test = 4.58, p <0.01) and a moderate effect size (Hedge’s g = 0.32) was reported for students’ mathematics performance after the GBNL implementation.
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