Cognition, Behavior, and Memory
Author: Christopher Gabaldon | Email: c_gabaldon@outlook.com
Christopher Gabaldon1°, Valeria Edelsztein3°, Andrés Rieznik1°
1° Universidad Torcuato Di Tella, Buenos Aires, Argentina
2° Centro de Formación en Investigación en Enseñanza de las Ciencias, UBA, Buenos Aires, Argentina
We analyzed data collected through a mobile application designed for children aged 6 to 12 to learn basic arithmetic while playing on a smartphone. The app, called MORA, features a playful and engaging design. With data from over 3,000 participants, we demonstrate that children are learning : the response times decrease as they progress through the game.
A key focus of our study was on the longitudinal tracking of individual performance, observing how each participant’s performance evolved over time and the tasks repetitions. This detailed approach was complemented by population-level analyses and the application of linear mixed-effects models, which allowed us to identify general trends and individual differences in learning. Additionally, we explored population variabilities related to schooling level and student gender. These analyses enhance our understanding of arithmetic learning in digital contexts and provide new insights for future research.