Search results for author:"Mido Chang"
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Educational Technology & Society Vol. 13, No. 3 (2010) pp. 224–232
Although computer games as a way to improve students' learning have received attention by many educational researchers, no consensus has been reached on the effects of computer games on student achievement. Moreover, there is lack of empirical...
Journal of Educational Computing Research Vol. 42, No. 3 (2010) pp. 285–305
The study explored the effects of computer use on the mathematical performance of students with special attention to ELL students. To achieve a high generalizability of findings, the study used a U.S. nationally representative database, the Early...
Journal of Educational Computing Research Vol. 40, No. 4 (2009) pp. 469–501
This study examined the effects of computer access and computer use on the science achievement of elementary school students, with focused attention on the effects for racial and linguistic minority students. The study used the Early Childhood...
Computer Use in Diverse Learning Contexts in ELS 2002: Gender, Race and Earner-Centeredness Effects and Implications
Journal on School Educational Technology Vol. 3, No. 4 (2008) pp. 55–65
This paper examines the relation between computer use in diverse learning contexts and math achievement, and the gender and ethnicity-based differences in that relation. The study selected learner centeredness as a meaningful pedagogy in using...
Teaching and Teacher Education: An International Journal of Research and Studies Vol. 27, No. 2 (February 2011) pp. 342–349
This study examined the effect of administrative support on teachers’ job satisfaction and intent to stay in teaching. The study employed a path analysis to the data of regular, full-time, public school teachers from the Schools and Staffing Survey...
New Directions for Child and Adolescent Development Vol. 139 (2013) pp. 21–30
Children's and adolescents' cognitive, affective, and behavioral states of engagement enhance or impede enjoyment of, and performance with, educational games. We propose a comprehensive model of engagement states and apply it to research on...
School-Wide Adoption of a Mathematics Learning Game in a Middle School Setting: Using the TPACK Framework to Analyze Effects on Practice
Asia-Pacific Education Researcher Vol. 24, No. 3 (2015) pp. 495–504
This case study uses the Technological Pedagogical Content Knowledge (TPACK) framework to describe how teachers from two contiguous school districts in southwest Virginia implemented "The CandyFactory," an iPad-specific learning game that...
Educational Media International Vol. 52, No. 1 (2015) pp. 47–57
This study examined the effects of a learning game, [The Math App] on the mathematics proficiency of middle school students. For the study, researchers recruited 306 students, Grades 6-8, from two schools in rural southwest Virginia. Over a nine...
Education and Information Technologies Vol. 21, No. 5 (2016) pp. 1283–1297
In an effort to maximizing success in mathematics, our research team implemented an educational video game in fifth grade mathematics classrooms in five schools in the Eastern US. The educational game was developed by our multi-disciplinary research ...
Anderson Norton; Jesse L. M. Wilkins; Michael A. Evans; Kirby Deater-Deckard; Osman Balci; Mido Chang
Mathematics Teaching in the Middle School Vol. 19, No. 6 (February 2014) pp. 352–358
The authors introduce an educational video game (application, or "app"), "CandyFactory Educational Game," designed to promote students' development of partitive understanding of fractions while demonstrating the critical...