Running head: USING TABLET-BASED GAMES TO DEVELOP NUMERACY SKILLS

Using Math Evolve, a Tablet-Based Game, to Develop Numeracy Skills in Elementary School
Research Proposal
Jhodi Leong
80026115
University of British Columbia
ETEC 500 65C
Dr. Sunah Cho
April 5, 2013

USING TABLET-BASED GAMES TO DEVELOP NUMERACY SKILLS

Introduction
As a high school mathematics teacher, my colleagues and I have noticed a consistent pattern over
the last few years that students are coming into our classrooms with weaker basic numeracy
skills such as the ability to add, subtract, multiply, and divide integers and fractions. Students are
increasingly becoming reliant on the use of calculators for these skills that are an essential
foundation for success in higher level mathematics. Various literature reports that this is an
increasingly reported observation and is of concern to education systems across the country.
Practice is a key factor in the development of these skills, as well as the students ability for
speed, accuracy, and application of skills in a variety of contexts. Engagement can increase the
level of interest for students and therefore the frequency at which they will want to participate in
learning opportunities. Therefore, finding engaging ways for students to practice basic numeracy
skills is essential in the foundational years when these skills are being developed.
Problem Statement
What effect do tablet-based math games focused on basic numeracy skills have on engagement,
frequency of practice, and accuracy for students in the sixth grade?
This research study will look at how the tablet-based mathematics game, Math Evolve, designed
to use basic numeracy skills in an educational game can impact the engagement level, frequency
of practice, and level of ability of students in grade six. This study will focus on the factors that
contribute to engagement and how engagement can influence the level of interest, frequency of
practice, and accuracy for students.

USING TABLET-BASED GAMES TO DEVELOP NUMERACY SKILLS

Critical Review of the Literature

Organization of the Literature
Literature has been selected from three major categories: 1) Motivation for Engagement, 2)
Tablet Use for Education and 3) Educational Games. Within each of these categories, literature
was selected that provided insight into the areas of mathematics or elementary education through
case studies or research.
Summary, Analysis, and Critique
Motivation for Engagement. Melissa Gresalfi and Sasha Barab (2011) explore reasons
for engagement through task design and orchestrated environments to conclude that the
technologies and methodologies of video games are of particular use when developing
learning opportunities for substantial engagement. Valuable insights into motivation and
student/teacher viewpoints are provided through questioning in the moment and class
reflection. The role of different tasks and the role of the teacher in supporting the students
are found to be key characteristics of engagement.
Leah McCoy (2009) and Wake Forest University explore the factors that influence student
attitudes towards math to reveal that many students express negative attitudes and anxious
feelings towards mathematics. Factors such as teacher and family influences and math
performance were significant contributors that affected attitudes and motivations towards
mathematics. This provides relevant information to the current study regarding the
motivations behind student success and potential reasons for motivation in mathematics.

USING TABLET-BASED GAMES TO DEVELOP NUMERACY SKILLS

Cher Lim, Darren Nonis, and John Hedberg (2006) thoroughly explore the effect on
engagement of the use of a 3D virtual environment in science. The use of a seven-level
taxonomy of engagement developed through previous research of observations of sixthgrade students and computer software was significantly informative and used in the
development of the taxonomy for engagement for this study. The qualitative study of
engagement provided substantial insight for effective methods and challenges experienced
in their study such as the inability of students to adequately reflect on engagement
provided insight for improvement of effective questioning for the interview phase of this
study.
Tablet Use for Education. Eugene Geist (2012) completed a research study on the
interactions of two year-olds with tablet technologies. Findings regarding the intuitive
nature, level of engagement, and ease of use were presented in a qualitative study
providing significant evidence for the advantageous use of tablet technologies with young
students.
Andrew Jaciw, Megan Toby, and Boya Ma (2012) study the effectiveness of an algebrabased tablet program as well as the implementation practices that contributed to
effectiveness to conclude that higher levels of engagement were reached when teachers
promoted the use of tablets with excitement and confidence. This research is significant to
this study because it provides significant insight into how a tablet can be used in a
mathematics program as well as the conditions that facilitated its use and learning. The
study did not however examine the student motivations that led to such experiences.

USING TABLET-BASED GAMES TO DEVELOP NUMERACY SKILLS

Leslie Couse and Dora Chen (2010) explore the use of tablet computing in early childhood
education in a 41-participant case study. Findings reveal statistically significant results for
positive student engagement and interactivity. Significant work with the Information
Society for Technology in Education (ISTE) and the National Association for the Education
of Young Children (NAEYC) focusing on meeting standards such as creativity and
innovation, communication and collaboration, critical thinking, problem-solving and
decision-making, and technology operations and concepts through the use of tablets in the
education of young children is provided. A mixed-method approach found relationships
between tablet use and high levels of interactivity and engagement. These results provide
significant relevance to the development and support of this study.
Educational Games. Will Richardson (2012) explores the current role of games in
students lives and how these games can be tailored towards education to positively impact
engagement and motivation in his paper. Specific examples and case studies are explored
and analyzed providing real-life examples and analysis. Educational benefits are
thoroughly explored and the use of experts and literature to analyze findings is prevalent.
Further exploration of the difficulties in the use of these educational games in the
classroom would have been useful to provide understanding about specific factors that led
to engagement and frustration.
Don Hernandez (2009) explored the impact of gaming and autonomy on academic
achievement and the characteristics of gaming that were engaging and motivating to
students to report that gaming promoted student autonomy, leadership skills, and initiative.
Emphasis was on mathematics-based games and the conditions under which these games
took place, the affordances allowed to methods of instruction, and changes in behaviour,

USING TABLET-BASED GAMES TO DEVELOP NUMERACY SKILLS

social skills, and attitudes toward learning. This research is significant to this area of study
because it provides insight as to how games can impact motivation and engagement in a
positive way and how this has the potential to positively impact frequency of practice and
achievement.
Leicha Bragg (2012) observed grade 5 and 6 students in a series of game-playing and nongame-playing sessions of mathematics to explore the effect of games on on-task
behaviours. Bragg provides significant evidence for her argument that games increase ontask student behaviour during mathematics lessons and provides ample literature in support
of her findings. This research provides support for the effectiveness of Math Evolve to
increase level of interest for students in mathematics. Further exploration as to the
characteristics of the games that the students found engaging would have provided
valuable information to the current study.
Emerging Themes
Consistent findings for increased engagement and tablet use were consistent amongst the
research. Increased motivation was encouraged by the use of tablet-based activities, which
frequently led to more on-task behaviour and student interest. The structure and use in real-life
of gaming has been found to provide students with a familiar activity positively associated with
pleasant experiences. Students have been found to show similar feelings when using educational
games that have been designed in a similar fashion. Support for increased focus and positive
attitudes towards learning have been expressed.

USING TABLET-BASED GAMES TO DEVELOP NUMERACY SKILLS

Focus for Further Research

Further research into the specific characteristics of the learning materials and environments that
support the emerging themes has been expressed in the literature. Additionally, a desire to better
understand the personal motivations and thoughts of students that lead to higher levels of
engagement and interest need to be further explored. The impact of the above emerging themes
on academic achievement and success in mathematics is also an area of focus for further
research.
Research Method
Method
A QUAN-qual method will be used for the duration of this study to provide quantitative data that
will be analyzed for correlation between contributing factors and outcomes as well as the
exploration of potential motives and reasons for the findings. The first step in the research
process will be to formulate a hypothesis based on previous literature and research done in this
field of study as well an my experience as an educator combined with the knowledge of available
colleagues. The next step will be to collect quantitative data based on a series of observations of
engagement with the different mediums. This quantitative data will be analyzed and the findings
will be used to guide the next step of collecting qualitative data. Qualitative data will be
collected to help understand the reasons behind engagement and gain insight as to the
motivations for students. Quantitative and qualitative data will be analyzed independently and
simultaneously for interpretation of results.

USING TABLET-BASED GAMES TO DEVELOP NUMERACY SKILLS

Sequence/Schedule of Activities/Instruments and Materials

1) Formulate Hypothesis. The tablet-based math game, Math Evolve, will increase the
level of engagement for students in grade six and increase the frequency of practice when
compared to the same skills practiced on paper and pencil worksheets. Increased practice
will provide students with opportunities for mastery of skills and improved accuracy.
2) Collect quantitative data. Part 1: Non-participant observers will receive training to
use the following tables to observe and assess student engagement of different types.
Students will be evaluated on observed behaviours characterized by the following
descriptive indicators. Each student will receive a numerical score (level) from each chart,
which will be combined for a potential 10-point score of engagement. Lim et al. (2006)
use a taxonomy based on Bangert-Drowns and Pykes observations of pre-k through sixthgrade students working with technology in a science-based case study. This taxonomy has
been adapted to develop the following criteria based on immediate field notes of material
interaction, body language, and off-task behaviour. Additional influence from Hart et al.s
(2011) use of the Teacher Engagement Report Form (TERF-N) was used in the
development of the descriptive indicators and levels of engagement for observations.
Students will be observed and evaluated during 10 sessions with the material, with
evaluation taking place 10 minutes after the activity has started to assess engagement after
a sufficient amount of time has elapsed for students to get involved, but not complete the
activity. All of the observations will take place within one month of the initial observation
to maintain consistency amongst group participants. This will yield a total of 300 results
from the 30 selected participants.

USING TABLET-BASED GAMES TO DEVELOP NUMERACY SKILLS

Table 1: Characteristics of seven levels of taxonomy of student engagement

Taxonomy Type of
Quality of
Descriptive indicators
level
7

engagement
Literate

learning
Integrating

Students reflect on material structure and how

thinking

new

this impacts their experience, use of prior

knowledge

knowledge, and feelings. Students can entertain

with

alternative experiences and understandings by

personal

others using the same and alternative forms of

experience

materials.

and
6

Critical

knowledge
Self-

engagement

initiated and limitations and possibilities of the material and

Students create their own goals to test the

systemic

their understanding of the content. Critical

knowledge-

thinking is used to manipulate the given material

Self-

building
Developing

to better their experience and achieve their goals.

Students achieve a heightened state of personal

regulated

material and interest and excitement. This can be

interest

content

characterized by intense concentration and

expertise in

excitement- students find the activity enjoyable

areas of

and are absorbed in their activities. However,

interest

students do not reflect on how the use of a given

material affects their experience of consider an

Structure-

Developing

expansion or possibilities or limitations.

Students exhibit competence and compliance

dependent

schema for

with the material characteristics. Tasks are

USING TABLET-BASED GAMES TO DEVELOP NUMERACY SKILLS

engagement

10

content

performed in a routine and orderly manner to

comprehens

completion.

Frustrated

ion
Developing

Students possess clear goals when working with

engagement

schema for

material, but are unable to complete the task.

material use

Students lack the knowledge or skills for task

completion, although understand the affordance

Unsystemati Acquiring

of the material to meet these goals.

Students seem confused or lost and possess

disconnecte

unclear goals. Students move from one

engagement

d facts

incomplete activity to another without any

about

apparent reason.

material and
1

content
Disengagem None

Students stop working with the material or

ent

maintain disinterested random activity as a cover

for mental and emotional withdrawal.

Level

Table 2: Characteristics of four levels of student engagement

Type of
Descriptive indicators

engagement
Highly

Students show or express a high level of personal engagement

active

through signs such as excitement, enjoyment, focus, or intense

engagement

concentration. Students show a high level of interest and are

absorbed in the activity.

USING TABLET-BASED GAMES TO DEVELOP NUMERACY SKILLS

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Active

Students show or express active personal engagement through

engagement

signs such as enjoyment, focus, or moderate concentration.

Students show interest in the activity and are actively

Passive

participating.
Students show or express passive personal engagement through

engagement

signs such as boredom, minimal concentration, or indifference.

Students show minimal interest in activity and passively

Minimal or

participate to complete activity.

Students show or express a lack of engagement through signs

no

such as boredom, continuous off-task-behaviours, or a lack of

engagement

focus or concentration. Students show minimal or no interest in

activity and do not make an effort to complete activity.

Following a required 20 minutes spent on the numeracy activity, students will be given an
option of educational free-time for 10 minutes, which will consist of the option to either
continue the numeracy activity that they are already currently completing, or choose from
an assortment of individual math puzzles/worksheets or math-based reading. Students will
be observed and their choices will be recorded using the following criteria:
Table 3: Continued student engagement
Descriptive indicators

Level

Type of

engagement
Continued

Students continue to engage in current activity.

engagement
Discontinued

Students discontinue engagement in current activity and move

engagement

on to a new activity.

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At the end of each day, students will be given the option to sign out learning materials (ie.
worksheets or tablets) for continued use and practice at home. Students using worksheets
will be asked to self-record (or have a parent record) the amount of time spent practicing
using a time log and students using tablets will have their time monitored on their account
set up through Math Evolve. Student data will be recorded using the following criteria:
Table 4: Student frequency of practice
Descriptive indicators
Students show that they have spent 30 minutes or more

Level
2

Time
30 minutes or

more
5-30 minutes

engaging in activity and can provide completed work.

Students show that they have spent 5-30 minutes engaging in

5 minutes or

activity and can provide completed work.

Students show that they have spent less than 5 minutes

less
engaging in activity.
Student work will be marked for final answer correctness and given a percent score
ranging from 0%-100%. This data will be recorded individually after each observation and
sorted using the following 10% ranges:
Table 5: Student accuracy
Level
Percent score
9
91%-100%
8
81%-90%
7
71%-80%
6
61%-70%
5
51%-60%
4
41%-50%
3
31%-40%
2
21%-30%
1
11%-20%
0
0%-10%

Part 2: At the conclusion of the observational phase (Part 1 above) of the study, students
will complete a survey to reflect on the personal motivations and material characteristics

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for increased/consistent/decreased levels of engagement, continued practice, and outcomes.

Students will complete this survey independently. Survey questions will be selected from
the engagement, motivation, and outcome sections of the Student Engagement and
Satisfaction Questionnaire (SESQ) used by Hart et al. (2011) and developed by scholars
from more than 19 countries focusing on the construct of student engagement. Questions
will be selected based on their relevance to this study and may be modified depending on
the results from the observational phase of the study and the quantitative data collected, to
fit the context of this study and written in language suitable for grade 6 reading level.
Table 6 below outlines the structure and focus of the survey.

Technique
Survey

Structure
15-30

Table 6: Quantitative survey

Implementation/Focus
Questions asked will focus on characteristics of materials and

questions

learning experience that the students felt were positive/negative

using a

influences on engagement and reasons for continued practice.

Likert-

Factors for motivation and potential reasons for outcomes will

type scale

be evaluated from the student perspective.

of 1
(never) 5
(always)

3) Quantitative data analysis. Part 1: Data will be tabulated using a spreadsheet in

Microsoft Excel matching student identification number with each of the 10 observational
findings combined into a final score. Data from tables 1 and 2 will be combined for a
score out of 10 for each observation and results from tables 3 through 5 will be recorded

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separately. From the larger sample, 30 participants will be randomly selected for analysis
and their data will be separated from the larger group.
The main focus of this study will be on the data collected from the combination of tables 1
and 2 to understand the effect of tablet use on engagement. Results from each of the 10
observations will be combined into a score out of 100. The mean of this data will be used
as a measure of central tendency to calculate the average scores for the control and
treatment groups. The range of scores will be recorded separately for each group and
analysed for variance to investigate the spread of data and comparison between groups.
Standard deviation (using z-scores) will be used to determine levels of high engagement
(one or more standard deviation above the mean), average engagement (within one
standard deviation above or below the mean), and low engagement (one or more standard
deviations below the mean). The use of standard deviations to determine levels of
engagement allows for the two sets of data to be compared more easily for variability.
Analysis of each group for normal distribution/skewing will yield results valuable for
investigation in the qualitative phase of the study. The Pearson r correlation coefficient
will be used as a measure of relationship between the two sets of data. An r-value close to
+1.00 or -1.00 will yield results in support of the original hypothesis and an r-value close
to 0.00 will yield results that do not support the original hypothesis (although does not
prove it wrong either). An r-value of at least 0.5541 would be ideal to ensure statistical
significance for this sample size.
Data from table 5 will be analyzed using similar methods since it will provide a sufficiently
large range of data that can be analyzed using the mean as a measure of central tendency.
Data from table 5 will however be analyzed for differences or similarities between

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observations to examine increased/consistent/decreased accuracy. The results from the two

groups will be analyzed for correlation using the Pearson r correlation coefficient.
Data from tables 3 and 4 will be analyzed using the mean as a measure of central tendency
to examine increased/consistent/decreased frequency. Due to the minimal range of data,
further measures of analysis are unnecessary.
Each groups data will also be analyzed individually for correlation between level of
engagement (tables 1 and 2), frequency of practice (tables 3 and 4), and accuracy (table 5).
The Pearson r correlation coefficient will be used to analyze a potential relationship
between these factors.
Part 2: Survey questions will be analyzed using mean as a measure of central tendency.
The three categories (engagement, motivation, and outcomes) of the survey will be

analyzed individually to determine specific characteristics that were dominant (

somewhat significant (

) or insubstantial (

),

) in each category. This data

will be used for comparative purposes with the structured interview to follow in the
qualitative phase of the study. Results will be used to help develop questions for the
structured interview to gain further insights as to why characteristics fell in each category.
4) Collect qualitative data. Results achieved from the quantitative phase will be used to
formulate specifics of this phase of the study. This segment will focus on the personal
motivations of students and reasons for increased/consistent/decreased levels of
engagement. Questions will focus on the specific characteristics of the learning material

USING TABLET-BASED GAMES TO DEVELOP NUMERACY SKILLS

16

that students found/did not find engaging, reasons for choosing to continue/discontinue use
of a material when given the option of educational free-time, and reasons for taking/not
taking home the material for extra practice. The development of interview questions will
be informed additionally by areas and questions from the TERF-N and SESQ previously
used in the quantitative phase of the study. Data will be collected through the following
techniques:

Technique
Structured

Table 7: Qualitative data collection techniques

Structure
Implementation/Focus
OpenStudents will be asked a series of questions from an interviewer

interview

ended and

and have their responses recorded on paper and voice recorded

closed

for reflection if needed. A structured interview will allow for

questions

data from the same questions to be recorded for comparative

(approxim

purposes between responses as opposed to an unstructured

ately 10

interview.

questions)
Questions asked will be focused on personal rationale for the
areas listed above. Questions will be dependent on the
quantitative findings. For example, if it is found that there is a
correlation between engagement and material use, questions
would focus on the characteristics of the tablet and game or
paper material that students found engaging/not engaging or for
a correlation between tablet/paper use and
increased/constant/decreased frequency of practice, questions
would be developed to explore the reasons behind choosing to

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17

continue/discontinue use when given the option.

The structured interview will be pilot tested with a grade 6 elementary school class not
involved in the current study, with characteristics similar to those currently participating
prior to being used to ensure that questions make sense to this demographic and elicit
informative responses.
5) Qualitative data analysis. Each interview will consist of one participant and two
researchers. Researchers will independently record and analyse the data and compare
results to ensure consistency. Data will be analysed for common themes and
characteristics amongst the responses. Comparison will be performed with results from the
quantitative data to gain further insight into the motivations behind potential factors that
contributed to engagement and frequency of practice.
Step 1: Researchers will thoroughly read through the data and write memos for an initial
sense.
Step 2: Researchers will add to/review comprehensive descriptions of the participants,
setting, and phenomenon. This could include contextual information, potential different
perspectives of students, observed situations, or social interactions.
Step 3: Researchers will classify the data into smaller categories of engagement,
motivation, and outcomes. Data within each category will be studied for specific
characteristics and themes. These characteristics and themes will then be analyzed
alongside the interviews and all data will be coded for comparison.

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Maxwells Criteria for Validity will be considered during the analysis of the qualitative
data. Descriptive validity will be ensured by having researchers record key notes verbatim
and recording entire interviews for reflection of accuracy. Interpretive validity will be
confirmed through training prior to the start of the study as well as the use of two
researchers for each interview to interpret the responses independently before comparing.
Theoretical validity will be safeguarded first by the development of the qualitative
questions based on the results from the quantitative data helping to develop meaningful
connections between data, and secondly, by focusing on student motivations and personal
rationale for decisions and outcomes. Although researchers will go through training prior
to the start of this study so that all researchers and observers look for and evaluate the
findings in a similar fashion, having two researchers observe and record the data
independently for each interview and compare findings will help guarantee evaluative
validity. Should the findings of the two researchers vary significantly, a third observer will
be included to review the recorded interview and make an independent analysis for
comparison.
Having used various techniques of quantitative and qualitative methods to collect data,
triangulation of data will be sufficient to cross-check findings. The use of the TERF-N and
SESQ to help develop questions and categorize findings in both the quantitative and
qualitative phases helps to ensure reliability as it is a previously used test proven to have
high reliability (Hart et al., 2011).
6) Interpretation. All data analysis will be performed by researchers with a universityaccredited degree in elementary education and a minimum of 5 years of teaching
experience at an elementary level. Researchers will complete training to provide a clear

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method of interpretation and conduct to help ensure that all observations and data analysis
are consistent and well-informed.
Quantitative data interpretation is provided through quantitative data analysis component.
Correlational findings (or lack thereof) will be interpreted by determining the degree of
correlation and relationships amongst variables.
Qualitative data interpretation will attempt to answer the following four questions: 1) What
is important in the data? 2) Why is it important? 3) What can be learned from it? and 4)
So what? Researchers will use their personal experience to make valuable, relevant
interpretations/connections amongst the data. Personal understandings of student
engagement and learning/knowledge attained through training and experience will help
guide researchers to make sense of the data. Colleagues with educational experience will
provide critical insight into possible interpretations and meanings. Literature used in study
development as well as additional literature to further explore findings will be used as
support for understanding this area/topic of study. Learning theories will be consulted to
further make sense of the reasons behind findings and understand such factors as
cognitive/emotional development.
Quantitative data and qualitative data findings will be analyzed in conjunction to make
possible connections between empirical evidence of findings for engagement, motivation,
and outcomes and personal motivations and rationale for these findings. Given that the
qualitative phase will depend on the quantitative findings, there will be a significant
relationship between data.
Participants

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Description of participants. A controlled field study (quasi-experiment) will be

conducted using a control group of sixth-grade students (ages 10-12) of at least 30 students
and a treatment group of sixth-grade students (ages 10-12) of at least 30 students. The
control group will be provided with worksheets designed for repetitive practice of basic
numeracy skills. The treatment group will be provided with iPads (as well as technological
lessons for competence with an iPad) using Math Evolve to practice similar basic numeracy
skills. Each group will be monitored for show of engagement, report of engagement,
frequency of use, and overall accuracy. Informed consent will be obtained from all parents
of participating children prior to commencement of the study.
Rationale for selection. Cluster sampling will be used to select schools and classrooms
from the public school division in areas of average-income households. Five schools will
be randomly selected to make up each of the control and treatment groups. From these five
schools, data will be collected from one sixth-grade class from all eligible participants. All
data will be combined into a sample pool and 30 students from each group will be
randomly selected for data analysis using a computer-generated random selection program.
Participants will be eligible for selection if they are between the ages of 10-12 and are
currently in the sixth-grade. Participants will have attended a Canadian educational
institution from kindergarten through grade six to ensure that all participants are entering
the study with consistent educational history and exposure to similar curricula.
Rationale for exclusion. Students identified as having a learning disability or as gifted
will be excluded from selection to minimize external factors and maximize consistency
amongst participants.

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Recruitment of participants. Schools will be contacted for participant interest in

communities of average-income families to minimize potential demographic influences.
Each school will be provided with appropriate forms and a description of the nature of the
study to acquire formal approval. Schools will need to have at least one grade six class
consisting of at least 20 eligible students to ensure a data pool of at least 100 participants
for each group. Control/ treatment groups will be selected from different schools to
minimize potential influence on each others results.
Ethical issues. Participants will be under the age of majority, which will require parental
consent for involvement. It will be required that parents and students are informed of the
process, impact of the study on the participants and how each student will provide data.
Given the nature of this study and the necessity of personal information such as
educational records to determine eligibility, the Family Educational Rights and Privacy
Act of 1974 will be enacted to ensure proper handling of personal information. Students
will remain anonymous to researchers and data collected will be recorded unidentified.
Due to the intimate nature of qualitative research, researchers collecting data need to be
objective and maintain a positive, open demeanor that is non-threatening and impartial to
participants.
Procedure
Setting. Students will complete activities and be observed in their natural classroom
setting to minimize any additional influences on behaviours. Completion of activities will
take place during regular scheduled time for math.

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Roles. Classroom teachers will be responsible for transition in and out of activity
completion. Teachers will be required to be familiar with material use and provide
students with instructions and monitor time allotments. Non-participant observers will
remain passive during observations and active during interviews.
Rationale
A mixed-methods design focusing on quantitative data will allow for the collection of
quantitative data, which can be analysed for correlation between tablet use, engagement,
frequency of practice, and accuracy. This provides empirical evidence as to whether tablet
computers can effectively aid and promote learning. After the analysis of quantitative data,
participants will provide useful insight regarding personal motivations and reasons for the
quantitative results. This justifies relevance of this study to the field of education and improving
instructional methods and materials. Collectively, insight regarding tablet computers ability to
effectively promote learning while increasing student engagement will be gained.
Average-income communities have been selected as a sample representation of the larger
population to represent the larger majority. Criterion for selection and exclusion ensures the
most homogeneous population possible, minimizing other potential factors of influence. Cluster
sampling accommodates the large potential sample population and need to narrow this
population into a representative sample for effective observation. Maintaining a consistent
classroom environment to the norm for students is crucial to minimize any external factors that
may result from a change of routine or other new knowledge. This is further aided by the use of
the regular classroom teacher as the instructor for activities. Analysis and interpretation
strategies have been chosen and developed to ensure credibility and limit researcher bias.

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Discussion
Significance and possible implications. This study has the potential to provide
significant relationships between student engagement, motivations, and academic
achievement through the use of the educational mathematics game Math Evolve and the
use of a tablet with young students. Given that tablets are a relatively new technology, this
area of study is not well-researched and requires more data for further insights into the
realm of education.
Relationship to literature. This study has the potential to provide further support for
previous research done in this area of study as well as help address some of the areas for
future research indicated by the researched literature in the development of this study.
There is not a significant amount of literature focusing on the use of tablet computing to
promote engagement at the elementary level of schooling in the field of numeracy skills in
mathematics. Furthermore, the research completed in this field of study needs further
insight into the motivations and reasons behind the outcomes, which this study has the
potential to provide.

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References
Bragg, L. A. (2012). The Effect of Mathematical Games on On-Task Behaviours in the Primary
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