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Abstract: Educational videogames can be designed to provide instructional feedback that is responsive to specific actions. However, existing research indicates that students tend to ignore videogame feedback and subsequently use less effective help-seeking strategies. Research on help-seeking in learning environments has primarily focused on the role of cognitive factors, the nature of the help, or issues of timing and frequency. There is a noticeable gap in understanding regarding how to motivate and increase the use of feedback for improved learning. Using a pre-algebra videogame, this study examined the relationship between an incentive to use feedback and math achievement. A randomized-control design was employed, which compared learning outcomes of students who received the incentive to those who did not. Results indicated that students given the incentive to use feedback had significantly higher normalized change scores on math items (d = .53), with stronger effects for students with low academic intrinsic motivation (d = .88 - 1.17).

"SRI International, Worcester Polytechnic Institute (WPI), and the University of Maine have received a $3.5 million award from the Institute of Education Sciences at the U.S. Department of Education to evaluate the effectiveness of an online tutoring system for mathematics homework. The research team will study seventh-grade mathematics students and teachers in more than 50 schools throughout Maine using WPI's ASSISTments system. ASSISTments aims to transform homework by giving students instant feedback and tutoring adapted to their individual needs. It also provides teachers with customized reports each morning on their students' nightly progress. Teachers in the study will receive training in how to use these reports to adapt their lesson plans to better suit students' needs."

Tips on giving feedback on writing that will last.

Want to let students explore with real data then welcome to FRED® (Federal Reserve Economic Data), a database of 25,176 U.S. economic time series. With FRED® you can download data in Microsoft Excel and text formats and view charts of data series. Students can explore data, create models & hypothesis, and test their models as the year progresses. If their models aren't working they can go back to their original data set and make changes based on what they've learned and see how those predictions work on new data. The best part is the variety of data that is available.  We plan to continually improve FRED® and encourage you to send feedback through our contact form.

AWESOME - practice problems with immediate feedback, optional hint and links to video tutorials

"Making Every Maths Lesson Count is underpinned by six pedagogical principles - challenge, explanation, modelling, practice, feedback and questioning - and presents 52 high-impact strategies designed to streamline teacher workload and ramp up the level of challenge in the maths classroom. Throughout this book, Emma McCrea (through extensive research and practice) explores how to manage mathematical misconceptions with practical ideas on many areas of the required curriculum. The six pedagogical principles mentioned above form the heart of the book, with metacognitive questioning given space in developing cognitive strategies with pupils. "

Abstract :"Drawing from Gee's learning principles developed from the digital games environment, we provide a critical analysis of the difference between using these principles in a literacy environment as opposed to a mathematical environment. Using stimulated recall, primary school-aged students played with a number of contemporary digital games. Feedback was sought. This was compared with the descriptions provided by experienced adult gamers. Both players provided insights into the cognitive process used by gamers when engaging with games. Collectively, these sources allow us to propose that the learning principles may restrict deep learning processes for mathematical learning."

This site offers an interactive way to assess your class by connecting your students to your lessons and response to every question on a range of devices, including mobiles. Make a virtual room and set up assessment quizzes, share links instantly and even get students to draw a response to your questions in real time. The data is collated so you can see where your students need more input. http://ictmagic.wikispaces.com/Planning+%26+Assessment

Abstract: "the researcher attempted to investigate how to better measure engagement and refine the measurement of engagement in this study. To frame the engagement, three domains of engagement - behavioral, cognitive, and emotional- are analyzed in detail to be able to examine the qualities of each type. Moreover, three game attributes -clear goals, immediate feedback, and balance between challenges and skills- are presented and discussed as fundamental features of virtual manipulatives and educational games used in this study to make an impact on students' engagement. To measure effects of educational games and virtual manipulatives on three domains of engagement, the researcher designed an engagement survey that examines each domain separately with their sub-domains. The Cronbach's alphas for engagement pre-test and post-test were found .89 and .91 respectively. In this pre-test and post-test quasi-experimental design, four fifth-grade classrooms (N=86) from four schools in southwest Virginia were assigned as three experimental groups and one control group. In the first experimental group, participants played an educational game called Candy Factory and in the second experimental group, the students played another educational game called Pearl Diver on iPod Touch for eight days consecutively, for 20 minutes each. In the third experimental group, participants performed activities with virtual manipulatives, whereas in the control group, participants did paper-and-pencil iii drills for the same duration. All of the groups studied on the same topic, fractions. According to the results of ANCOVA, experimental group students' engagement scores were found significantly higher than control group students', F(1,80)=11.568, p=.001. When three domains of engagement were analyzed, significant differences were found among all three domains between experimental and control groups. When the researcher conducted separate analysis for educational games group and vir

"Math Quest is a role playing game that could be used as a tool to learn numbers and basic mathematic operations. The Math Quest package consists of two main modules; learning and game modules that can be executed separately. The use of the learning module as a tool in learning will allow for a highly individualized and interactive environment. This paper presents the design of the learning module for numbers and their mathematics operation. Due to its interactive and stimulating nature, the module is suitable for school children age 9 to 12 years old to learn the subject. The development takes into consideration of constructivism learning theories where learning is based on students' active participation in problem solving and critical thinking regarding activity that they are involved in. The framework for each of module is as follows: objectives, concept, examples, exercises, quizzes. A heuristic evaluation on the design was conducted and positive feedback was obtained."

Includes a literature review, challenges and drawbacks, and the use of discussion boards, feedback and student response systems.

An interactive White Board (IWB) or SMART Board has the potential to deliver content better than traditional methods of teaching. Why? Because it provides multi-media functional interaction across audio, video, and computer media. It is also ideal for visual, auditory, and kinesthetic learners. These qualities of an IWB also promote the dynamic delivery of content (if used to its full potential) in an engaging manner, which allows students to interact with science or math content their self. Examples include: * data manipulation * responding to data * even creating data So with all these attributes - "How are interactive white boards unsuccessfully used in science and math classrooms?" For the most part - not effectively!