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To promote the academic success of middle school students, the authors examined the effects of computer uses on mathematics self-efficacy and mathematics performance of students, paying focused attention to immigrant students. They analysed the effects of computer use for schoolwork and gaming of middle school students applying a Structural Equation Modeling (SEM) to Trends in International Mathematics and Science Study (TIMSS) USA. The results showed that when students frequently used computer for schoolwork, they revealed high mathematics self-efficacy, which in turn led to high mathematics performance. On the other hand, the students that used computer for gaming frequently indicated low mathematics self-efficacy and mathematics performance. The authors' study results highlight the importance of guiding students to use computers properly, which is directly and indirectly associated with students' self-efficacy and performance in mathematics.

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 team to achieve a hypothetical learning trajectory of mathematical thinking of 5th grade students. In this study, we examined overall engagement and three sub-domains of engagement as outcome variables after ten sessions of treatment with fifth grade students. The results showed that both male and female the video game group had slight increases in all engagement levels while students, particularly male, in the paper-and-pencil drill group displayed large decreases in all engagement levels. Implications of the study are 1) more fine-grained evidence of engagement in three sub-domains after implementing an educational video game, and 2) a consideration of gender differences in engagement levels in mathematics in the adoption of a video games.

To promote the academic success of middle school students, the authors examined the effects of computer uses on mathematics self-efficacy and mathematics performance of students, paying focused attention to immigrant students. They analysed the effects of computer use for schoolwork and gaming of middle school students applying a Structural Equation Modeling (SEM) to Trends in International Mathematics and Science Study (TIMSS) USA. The results showed that when students frequently used computer for schoolwork, they revealed high mathematics self-efficacy, which in turn led to high mathematics performance. On the other hand, the students that used computer for gaming frequently indicated low mathematics self-efficacy and mathematics performance. The authors' study results highlight the importance of guiding students to use computers properly, which is directly and indirectly associated with students' self-efficacy and performance in mathematics.

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 focuses on pre-algebraic concepts, particularly fraction knowledge. As a result of this implementation, significant changes in practice and instruction took place for these teachers and their students. The goal of this paper is to exemplify the most salient changes that took place, using the TPACK framework and seven knowledge areas. Through a series of focus group interviews with nine teachers and an interview with a program administrator from three middle schools in two districts, findings of this study illustrate how the main and interconnected types of knowledge of the TPACK framework could be used to evaluate the affordances and constraints of a learning game implementation and how it affected the content and pedagogical styles of teachers in the classroom. Using an interpretative research methodology, complemented by quantitative pre-/post-assessments of fraction achievement, data from these interviews were collected and analyzed, using a coding system to identify patterns and themes regarding best practices for instructional alignment as well as shifts in instruction, assessment, and pedagogical styles. As part of the special issue, the case study includes a series of recommendations and implications that could be relevant to similar school districts, including those in the Asia Pacific region, that are considering the adoption of game-based learning and implementing these types of mathematical learning games in classrooms to enhance engagement and performance.

"Serious digital games" for education are presumed to be engaging, but little is known about whether engagement is ubiquitous, whether it persists over time, whether it is found for all students across the full range of prior gaming experience, and whether it is actually associated with game-based learning outcomes. To address these gaps, student behavioral engagement (i.e., sustained attention, persistence was examined during mathematics instruction using a mathematics serious digital game for the iPad?, in a study of 97 11-14 year olds (i.e., 6-8th grade students in the United States system). Consistent with the study hypotheses, observations revealed that most students were highly engaged, but engagement was lower for students who were observed later in the semester and who had the most prior gaming experience. In addition, observed engagement was associated with better performance on an assessment of the skills being taught in the game. In contrast, none of these effects was evident for self-reported student engagement. Time course, prior gaming experience, and method of assessing engagement are important modulators of student differential response to game-based instruction and should be considered when evaluating the influence of serious digital games on learning outcomes.

Middle school mathematics education is subject to ongoing reform based on advances in digital instructional technologies, especially learning games, leading to recent calls for investment in personalized learning. Through an extensive literature review, this investigation identified three priority areas that should be taken into account when adopting learning games for the classroom: providing students with personalized feedback, assessing student learning, and promoting deeper learning. Demonstrating how The CandyFactory App can be harnessed to support personalized learning by collecting data from these three priority areas, we intend to make a case for how school decision-makers (supervisors, principals, and teachers) can decide which learning tools to use to best help students have personalized learning experiences. Through a series of three participatory design workshops, partnering teachers ( n = 6) confirmed that these data areas, which help to define personalized learning, are key to implementing successfully learning games in the classroom.

This study examined the individual, class, and school level variability of the students’ science achievement. It was hypothesized that there are school or teacher effects which contribute toward explaining achievement differences, besides the student level differences. Owing to the nested structure of the data in Trends in International Mathematics and Science Study, we used the Hierarchical Linear Modeling methodology. Besides the significant effect of engagement, the teachers’ teaching certification in science and the topic coverage were both significant factors as were the effect of school SES and availability of remedial and enrichment programs in science. The study makes a contribution to a better understanding of the opportunity to learn variables at classroom and school level in students’ science achievement.

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 teacher questionnaire. Administrative support was the most significant predictor of teachers’ job satisfaction, while teachers’ job satisfaction was the most significant predictor of teachers’ intent to stay in teaching. It was also confirmed that administrative support mediates the effect of teaching experience, student behavior, and teachers’ satisfaction with their salary on teachers’ job satisfaction and intent to stay in teaching.