Overall Effect of Math Nation as an Online Resource

Adoption of online resources to support instruction and student performance has grown with technological advances and increased standards for mathematics education. The objective of this analysis was to evaluate the effects of one online resource, Algebra Nation, on the performance of schools with respect to student scores and percentage of students passing the Algebra I End-of-Course Exam. Results indicate that the effects of Algebra Nation usage are both statistically significant and substantively important according to the What Works Clearinghouse criteria.

Mitten, C., Collier, Z., & Leite, W. (2015). Online resources: Do they affect student learning? Lastinger Center for Teaching and Learning, University of Florida, Gainesville, FL.

Effect of Teacher Experience with Math Nation

A study analyzed how the Algebra Nation platform contributes to increasing student exam scores by examining user logs over a three-year period. The Algebra Nation platform was used by more than 36,000 students in the first year, increasing to nearly 67,000 by the third year, and therefore researchers were able to see how usage patterns evolved and influenced student performance at scale. The results show that as teachers became more familiar with the platform, student usage increased. Additionally, the findings showed that higher number of test-yourself questions answers were significantly correlated with higher scores.

Niaki, S.A., George, C.P., Michailidis, G., & Beal, C.R. (2019). Investigating the usage patterns of Algebra Nation tutoring platform. In The 9th International Learning Analytics & Knowledge Conference (LAK19), March 4-8, 2019, Tempe, AZ. doi: 10.1145/3303772.3303788

Instructor Presence Positively Impacts Learning

This study explored the impact of instructor presence on learning, visual attention, and perceived learning in mathematics instructional videos of varying content difficulty. Findings suggest that instructor presence attracted considerable visual attention. Additionally, instructor presence positively influenced participants’ perceived learning and satisfaction of topics and led to a lower level of self-reported mental effort for difficult topics.

Wang, J., & Antonenko, P. (2017). Instructor presence in instructional video: Effects on visual attention, recall, and perceived learning. Computers in Human Behavior, 71, 79-89. doi: 10.1016/j.chb.2017.01.049.

Eye Tracking Leads to Usability

Students generally found Algebra Nation, an online learning environment, user-friendly and were confident in using it.

Wang, J., , Antonenko, P., Celepkolu, M., Jimenez, Y., Fieldman, E., & Fieldman, A. (2019) Exploring relationships between eye tracking and traditional usability testing data. International Journal of Human–Computer Interaction, 35(6), 483-494. doi: 10.1080/10447318.2018.1464776

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