An intervention including an online game to improve grade 6 students' performance in early algebra

This study investigated whether an intervention including an online game contributed to 236 Grade 6 students' performance in early algebra, that is, solving problems with covarying quantities. An exploratory quasi-experimental study was conducted with a pretest-posttest-control-group design. Students in the experimental group were asked to solve at home a number of problems by playing an online game. Special software recorded students' online activity. Before and after the intervention, a paper-and-pencil test on early-algebra problem solving was administered. Statistical analyses showed a significant positive effect of the intervention on posttest performance when controlling for pretest performance, mathematical ability, and gender. Although boys outperformed girls in early algebra performance on the pretest as well as on the posttest, boys and girls profited equally from the intervention. Implications of these results for educational practice are discussed.