Abstract
Although fractions knowledge is essential for future success in mathematics, data show that most U.S. students fail to become proficient in fractions. With the advent of mobile technologies such as iPad tablets, new kinds of interactions with subject matter have become possible that have potential for improving learning. The present study used an experimental repeated measures crossover design to investigate whether the iPad fractions game Motion Math would improve fourth graders’ fractions knowledge and attitudes. In results from 122 participants, students’ fractions test scores improved an average of over 15% after playing Motion Math for 20 min daily over a 5-day period, representing a significant increase compared to a control group. In addition, children’s self-efficacy for fractions, as well as their liking of fractions, each improved an average of 10%, representing a statistically significant increase compared to a control group. Implications for the design and study of interactive games are discussed.
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