Allison S Liu
Biographic Data
| ID | 9494088 |
|---|---|
| NAME | Allison S Liu |
| GIVEN NAMES | Allison S |
| FAMILY NAME | Liu |
| SIGNATURE | LIU A S |
| AFFILIATIONS | Social Science and Policy Studies Worcester Polytechnic Institute Massachusetts Worcester USA |
| ORCID | 0000-0003-1075-2575 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 4 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2022 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 0 |
Remote monitoring of implementation fidelity using log-file data from multiple online learning platforms
The impact of educational programs on student learning is contingent upon the quality and fidelity of their implementations. Yet, the most reliable method of implementation monitoring, direct observation, may be infeasible for large-scale efficacy studies. Here, we use log-file data from an efficacy study assessing the impact of gamified learning technologies on algebraic knowledge to measure the fidelity of implementations remotely within and ac…
Examining shifts in conceptual knowledge, procedural knowledge and procedural flexibility in the context of two game‐based technologies
Keep Dragging On
Prior research has shown that game‐based learning tools, such as DragonBox 12+, support algebraic understanding and that students' in‐game progress positively predicts their later performance. Using data from 253 seventh‐graders (12–13 years old) who played DragonBox as a part of technology intervention, we examined (a) the relations between students' progress within DragonBox and their algebraic knowledge and general mathematics achievement, (b)…
Numeracy, cognitive, and motivational predictors of elementary mathematics achievement
No prominent works on this page.
Numeracy, cognitive, and motivational predictors of elementary mathematics achievement
Examining shifts in conceptual knowledge, procedural knowledge and procedural flexibility in the context of two game‐based technologies
Keep Dragging On
Prior research has shown that game‐based learning tools, such as DragonBox 12+, support algebraic understanding and that students' in‐game progress positively predicts their later performance. Using data from 253 seventh‐graders (12–13 years old) who played DragonBox as a part of technology intervention, we examined (a) the relations between students' progress within DragonBox and their algebraic knowledge and general mathematics achievement, (b)…
Remote monitoring of implementation fidelity using log-file data from multiple online learning platforms
The impact of educational programs on student learning is contingent upon the quality and fidelity of their implementations. Yet, the most reliable method of implementation monitoring, direct observation, may be infeasible for large-scale efficacy studies. Here, we use log-file data from an efficacy study assessing the impact of gamified learning technologies on algebraic knowledge to measure the fidelity of implementations remotely within and ac…
Cognitive and developmental aspects of mathematical skills (3 works) · Computer Science (3 works) · Mathematics education (3 works) · Psychology (3 works) · Educational Games and Gamification (2 works) · Innovative Teaching and Learning Methods (2 works) · Academic achievement (1 work) · Body of knowledge (1 work) · Cognition (1 work) · Developmental psychology (1 work)