Optimizing Assessment Thresholds of a Computer Gaming Intervention for Students with or at Risk for Mathematics Learning Disabilities

Accuracy and Response Time Trade-Offs

Bibliographic Data

ID22045757
AuthorsSam Choo (0000-0003-0306-2306, University of Minnesota, corresponding author), Jechun An (0000-0003-1746-4154, University of Minnesota), Nancy J Nelson Fien (0000-0002-9434-4888, Boston University), Derek Kosty (0000-0002-9792-3383, Oregon Research Institute)
Year2025
Volume15
Issue12
Pages1660
Publication date2025-12-09
Open AccessYes
TypeARTICLE
VenueEducation Sciences (JOURNAL)
Journal identifiersISSN: 2227-7102 • E-ISSN: 2227-7102
PublisherMDPI AG (PUBLISHER • IT)
DOI10.3390/educsci15121660
OpenAlexW4417158255
LanguageEN
References cited48

Students with mathematics learning disabilities often have difficulties in adding whole numbers. Such difficulties are evident in both response time and accuracy, but the relationship between accuracy and response time requires further consideration, especially in the context of technology-based interventions and assessments. In this article, we apply a novel approach using the drift-diffusion model to examine potential trade-offs and find balanced performance points that account for both accuracy and response time, using data from an efficacy trial of a mathematics technology gaming intervention for first-grade students with or at risk for learning disabilities. Results indicate that accuracy tends to increase as response time decreases, but only to a certain point. Practical implications include that educators should consider both accuracy and response time to intensify and individualize their instruction and take student background (i.e., gender, special education status, and English language status) into account. We suggest that developing technology-based mathematics interventions and assessments requires careful design and configuration to balance accuracy and response time, thereby enabling adaptive performance thresholds for better understanding and supporting student learning in early mathematical fluency

At-risk students · Computerized adaptive testing · Educational technology · Mastery Learning · Psychological intervention · Response to Intervention · Cognitive and developmental aspects of mathematical skills · Psychometric Methodologies and Testing · Reading and Literacy Development

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