Adam Dube

Adam Dube
McGill University | McGill · Department of Educational and Counselling Psychology (ECP)

Doctor of Psychology

About

80
Publications
14,327
Reads
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390
Citations
Introduction
Adam Dubé studies how deep conceptual understanding is acquired and applied. To this end, he investigates how educational technology augments the learning process. Does the tactile nature of tablet computers constitute a ‘hands-on’ interaction and is it a formative factor in tablet computer learning? How does learning within a game occur and does it change how the content is understood? His work also investigates conceptually-based problem solving in the area of simple mathematics.
Additional affiliations
September 2012 - July 2015
University of Toronto
Position
  • PostDoc Position
September 2001 - May 2012
University of Regina
Position
  • Student

Publications

Publications (80)
Article
Full-text available
The guidelines offered in this document are a first draft to provide a holistic system of characteristics and parameters important for delivering active and engaging learning through digital solutions. We hope that these will be further elaborated with the active engagement of a broader group of specialists and researchers in the different fields o...
Article
The present paper documents the design and development of a mobile mathematics appli- cation targeted to improve magnitude representation skills. Educational experts worked together with an app developer with the goal of creating an educational app as a math learning tool for children 5–8 years old. The description of the app design processes inclu...
Article
The study examines if educators are valuing certain benchmarks of quality (i.e., scaffolding, feedback, curriculum, development team, learning theory) when they select educational apps from app stores and evaluates how they gather information during the selection process. Pre-service and working elementary educators viewed and evaluated app store p...
Article
Educational apps can be considered a dominant medium for providing educational content to children. Parents are major stakeholders and mediators in the selection of apps (Dias & Brito, 2021). It is critical to know how they choose apps for their children and understand what indicates a quality educational app, as well-designed apps can support and...
Article
This meta-analysis systematically reviewed math game studies published between 2010 and 2020 and evaluated them with respect to a) the type of pedogeological foundations inherent in games using Kebritchi and Hirumi's (2008) framework, b) the type of mathematics knowledge they facilitated (Bisanz & LeFevre, 1990; Rittle-Johnson, 2017), and c) their...
Conference Paper
Full-text available
Researchers recommend that parents look for five benchmarks as the indicators of quality educational apps (i.e., scaffolding, curriculum, development team, feedback, learning theory), yet research suggests that parents undervalue some of these benchmarks. The purpose of the current study was to examine if a short video-based intervention would enha...
Conference Paper
Full-text available
There are numerous applications in the Apple App Store (AAS) and well-designed ones can improve learning (Fabian et al, 2016). Previous studies have used several benchmarks to evaluate educational quality of math apps found in the AAS (Dubé et al., 2020); however, research has yet to compare the presence of educational benchmarks in the AAS and to...
Poster
Emotions (e.g., enjoyment and anxiety) experienced during game-based learning are critical as they affect learning outcomes via multiple pathways (Loderer et al., 2020). Loderer et al.’ (2020) explored the design of emotional foundations in game-based learning and proposed five emotional design principles for making effective games. However, empiri...
Article
Full-text available
3D printing is an emerging educational technology that is said to prepare learners for a more technologically designed world. In this review, 3D printing studies are analyzed to identify the dominant theoretical approaches and learning outcomes associated with 3D printing in education. Five theories are identified, including situated learning (Lave...
Article
Full-text available
Educational technologies have captured the attention of researchers, policy makers , and parents. Each year, considerable effort and money are invested into new technologies, hoping to find the next effective learning tool. However, technology changes rapidly and little attention is paid to the changes after they occur. This paper provides an overa...
Poster
Full-text available
Theory of Artificial Minds (ToAM, Bharadwaj et al., 2021a) is a dynamic area of study endeavoring to understand how children conceive of artificial intelligent technologies around them (i.e., digital assistants like Amazon Alexa) and how everyday use impacts these conceptions. Here, we determine how families use DAs at home, how parents regulate ch...
Conference Paper
Full-text available
Well-designed math apps can improve students’ engagement and achievement (Fabian et al, 2016). Previous studies have suggested five educational benchmarks that can be used to identify well-designed math apps (Dubé et al., 2020). However, there is limited research evaluating the educational quality of children’s math apps. To address this problem 33...
Conference Paper
Full-text available
Prior research identifies five benchmarks as being indicative of quality educational apps (i.e., scaffolding, feedback, curriculum, development team, learning theory; Dubé et al., 2020), yet it is unknown if educators value them. Educators viewed and evaluated app store pages for 10 simulated apps while gaze data were collected using an eye-tracker...
Presentation
Introduction: Often, parents are a child’s first educator and advocate (Lehrl et al., 2020) and it is parents who largely determine the home numeracy environment (HNE) in which children are raised. The HNE consists of both explicit (e.g., home numeracy practices, HNP) and implicit components (i.e., math attitudes: math motivation, MM; math self-eff...
Poster
Full-text available
We, the education researchers, have a large focus on evidence-based practice because of its value and demand to support children with learning challenges (Mononen & Aunio, 2014). However, there are only a handful of intervention studies using technology in the field of mathematics learning. The present small sample-size study explored whether using...
Poster
Full-text available
One of the top-rated posters of the over 150 accepted posters in Division 15 and was invited to present live in the Division 15 Presidential Session.
Conference Paper
Full-text available
Math attitudes has long been studied as they are assumed to affect math achievement. However, the existing research has failed to consistently find a strong relation between math attitudes and math achievement. Moreover, research on the relationship is overly linear and unclear due to a lack of guiding theoretical framework. This review adopts cont...
Poster
Educational math games are thought to be a promising and enjoyable way to improve students’ math achievement (Afari et al., 2013; Kiili et al., 2014; Ritzhaupt, 2011; Outhwaite et al., 2017). However, most studies focus on enjoyment of games while overlooking other critical achievement emotions, such as frustration, boredom, relaxation, and anger (...
Conference Paper
Full-text available
There is an urgent need to improve math attitudes as they can result in low mathematics performance. However, there is no clear construct of math attitudes and this ambiguity prevents researchers from making solid conclusions on how to improve them. In response, this study applied the tripartite model as a theoretical framework to conduct a systema...
Poster
Full-text available
Numerous studies suggest that instructional support (e.g., feedback, scaffolding) can significantly improve learning outcomes for game-based learning (Wouters & van Oostendorp; 2013). However, it is often undermined by a lack of clarity from an instructional perspective in terms of how teachers should integrate games into their teaching to support...
Poster
Full-text available
This meta-analysis systematically reviewed math game studies published between 2010-2020 and evaluated them with respect to a) the type of pedagogical foundations inherent in games using Kebritchi and Hirumi’ s (2008) framework, b) the type of mathematics knowledge they facilitated (Bisanz & LeFevre, 1990; Rittle-Little Johnson, 2017), and c) their...
Poster
Full-text available
Our research takes an inter-disciplinary approach to understand how children interact with and conceive of intelligent technologies around them. Currently, 46% of adults in the U.S.A report using a digital assistant (DA) (Pew, 2017) and Amazon reports selling over 100 million smart speakers. Despite this level of use, there is little information to...
Poster
Full-text available
In September 2020, Techcrunch reported that Amazon has launched a kids edition of their Echo Dot smart speaker, designed for interactions with children with the ability to specifically recognize a child’s voice. We are investigating how parents and children use digital assistants in the home (Amazon Alexa, Google Assistant, Apple Siri etc.) to unde...
Article
Full-text available
There are 80,000+ educational apps in the Apple App Store and math apps are the most common. We searched for ‘math’ in the education category and selected the top 10 apps for each of the 3 filters provided by Apple (Relevance, Popularity, Rating) and 3 age categories (0–5, 6–8, 9–11). Using these top 90 apps, we examined the basic information (e.g....
Article
Full-text available
The shift to digital learning, spurred by the pandemic, will likely lead to the adoption of educational games into classrooms as a way to replace traditional learning activities. This will be a challenge because of a lack of training on the use of games for learning and the difficulty of finding good learning games. The 2019 SRCD Social Policy Repo...
Poster
Students’ attitudes towards mathematics decrease notably in secondary education (Jacobs et al, 2002). Thus, there is an urgent need to improve students’ math attitudes as they not only affect students’ conceptual understanding of mathematics (Markovits & Forgasz, 2017), but also result in low mathematics performance (Ashcraft & Kirk, 2001; Hembree,...
Poster
Across elementary to secondary education, a lot of students hold negative attitudes towards mathematics despite their academic achievement (Aiken, 1970; Markovits & Forgasz, 2017). Digital educational games are shown to improve general achievement attitudes by giving players a sense of control and value (Hou & Li, 2004; Yong, Gates & Chan, 2018). Y...
Conference Paper
Full-text available
Even though there is an increase in the number of educational games adapted in math classrooms, little is known that the pedagogical design approaches, the math knowledge types as well as the games available and their effectiveness. We systematically reviewed math game studies published between 2010-2019 and evaluated them with respect to a) the ty...
Poster
The poster was nominated for Division C Outstanding Graduate Student Poster award. Abstract: One of the key hurdles to addressing mathematical learning disabilities (MLD) is that individualized instruction tailored to specific mathematics deficits is costly in terms of effort and time. Considering the high number of digital applications downloade...
Conference Paper
Full-text available
The present paper explores the design and development of a mobile mathematics application for improving the magnitude representation (MR) skill of children with math difficulties. The math app, consisting of 27 levels of difficulty and three different segments of MR activities (i.e., symbolic, non-symbolic and mixed comparison), will be played by t...
Conference Paper
Educational technologies have captured the attention of researchers, policy makers, and parents. Each year, considerable effort and money are invested into new technologies, hoping to find the next effective learning tool. However, technology changes rapidly and little attention is payed to the changes after they occur. Greater trends should be awa...
Poster
Given that children spend more time in the home than in an academic institution, one can easily assume that the home environment plays an important role in the growth of children's early mathematical knowledge. "Home numeracy" (Blevins-Knabe & Austin, 2016) are practices associated with children's mathematical abilities. Further, parents consider t...
Poster
Children’s mathematics development can be successfully supported by applications-based learning activities at home (Berkowitz et al., 2015), however, there is no research determining the effectiveness of these practices as an intervention tool. The present study investigates whether using math apps improve math understanding of children with mathem...
Chapter
Full-text available
Teachers and parents are being asked to incorporate tablet computers into their children’s education in the hopes that this new technology will prepare students for the challenges of the 21st century (Barack, 2011; Ludwig & Mayrberger, 2012). Further, mathematics apps aimed at children account for the greatest number of education apps in the iTunes...
Preprint
Full-text available
Nominated for a pest paper award AERA 2019: There are 80,000+ educational apps in the Apple App Store (Hirsh-Pasek et al., 2015) and math apps are the most common (Shuler, 2012). We searched for ‘math’ in the education category and selected the top 10 apps for each of the 3 filters provided by Apple (Relevance, Popularity, Rating) and 3 age catego...
Poster
Full-text available
Tablets are rapidly being deployed into elementary mathematics education with the majority of math applications involving gamification (e.g., play a mini-game and then solve addition problems; McEwen & Dubé, 2015). Unfortunately, the effortful, split-second responses found in many math games may be so cognitively taxing that children have insuffici...
Poster
Full-text available
There are over 80,000 educational apps in the iTunes App Store (Hirsh-Pasek, et al., 2015) with math apps accounting for the greatest number of subject-specific apps (Shuler, 2012). Despite this popularity, little is known about how math apps are described in the App Store. The present study surveys the math apps in the App Store to examine how dev...
Presentation
Full-text available
A talk to educators on the importance of teaching students how to evaluate online sources of information to sort fake news and misinformation from real evidence.
Article
Research suggests that children's conceptual understanding of multiplication and division is weak and that it remains poor well into the later elementary school years. Further, children's understanding of fundamental concepts such as inversion and associativity does not improve as they progress from grades 6 to 8. Instead, some children simply poss...
Article
This paper details findings from a collaborative research project that studied children learning to 3D print in a museum, and provides an overview of the study design to improve related future programs. We assessed young visitors’ capacity to grasp the technical specificities of 3D printing, as well as their engagement with the cultural history of...
Book
Full-text available
Understanding Tablets from Early Childhood to Adulthood offers an alternative to dominant and populist narratives that young people are intuitively able to successfully use tablet devices. Adopting a research-driven approach, the book contests the ideology that touch-technologies are easier to understand, and identifies the factors that contribute...
Poster
Full-text available
Despite increasing public interest and over twenty years of research, it is unclear whether educational video games or supposed ‘educational apps’ are viable learning tools (Randel et al., 1992; Wouters et al., 2013). This ambiguity does not result from a lack of evidence based research on whether educational games are “educational”—there exists me...
Chapter
Full-text available
The promise that mathematics can be taught from a young age through fun, engaging games is an enticing proposition, so enticing that considerable effort has been expended to determine whether gaming is an effective teaching tool. This effort includes not just individual investigations but multiple meta-analyses with a combined evaluation of over 50...
Article
Using Luhmann's communication theory and affordance theories, we develop a framework to examine how kindergarten-grade 2 students interact with tablet computers. We assessed whether cognitive ability and device configuration influence how successfully children use tablet computers. We found that children's limited ability to direct their cognitive...
Article
The goals of this study were to investigate whether children's use of two arithmetic shortcuts based on the un- derstanding of the operations of multiplication and division could be increased and to examine how children's evaluations of the shortcuts interacted with the brief task aimed at promoting shortcut use. Grade 6, 7, and 8 stu- dents solved...
Poster
Full-text available
The video deficit effect is a well-known barrier to screen learning (DeLoache, 1990) but recent research suggests it may not occur on tablet computers because tablets respond to user input (i.e., provide contingency; Lauricella et al., 2010). This study investigates whether contingency alone is responsible for mitigating the deficit or whether the...
Article
Full-text available
Communications studies and psychology offer analytical and methodological tools that when combined have the potential to bring novel perspectives on human interaction with technologies. In this study of children using simple and complex mathematics applications on tablet computers, cognitive load theory is used to answer the question: how successfu...
Article
Using Luhmann's communication framework, we examine the interaction implications of kindergarten to Grade 2 students using mathematics applications on 4 types of tablet computers. Research questions included what content is communicated between the child and the tablet computer and how engaged are children in the child-tablet interaction. We found...
Conference Paper
Full-text available
Children’s conceptual understanding of multiplication and division is an important precursor for the development of later mathematical skills (Kilpatrick et al. 2001). However, children’s conceptual understanding of these operations lags significantly behind addition and subtraction (National Mathematics Advisory Panel, 2008) as does research on mu...
Article
The present study investigated when an understanding of the mathematical concepts of inversion and associativity matures and whether the application of these concepts to problem solving requires the interruption of computational strategies (e.g., Siegler & Araya, 2005). In the study, 40 adolescent participants per grade from Grades 7, 9, and 11 and...
Article
Full-text available
Touchscreen devices are increasingly used in education and are a predominant tool for everyday knowledge search. An assumption about the nature of touchscreen devices is that users intuitively un- derstand them, which improves access to knowledge. Using a framework that includes concepts from cognitive psychology, information studies, and communica...
Article
Using Luhmann's communication framework we examine the interaction implications that arise when kindergarten-grade 2 students use mathematics applications on four types of tablet computers. We asked a) what content is communicated between the child and the tablet computer, b) how is content communicated, c) how engaged are children in the tablet-ch...
Article
This study investigated the promotion of children's understanding and acquisition of arithmetic concepts and the effects of inhibitory skills. Children in Grades 3, 4, and 5 solved two sets of three-term addition and sub- traction problems (e.g., 3+24−24, 3+24−22) and completed an inhibition task. Half of the participants received a demonstration o...
Article
Full-text available
Current models of strategy choice do not account for children's attitudes towards different problem solving strategies. Grade 2, 3, and 4 students solved three sets of three-term addition problems. On inversion problems (e.g., 4 + 8 − 8), if children understand the inverse relation between the operations, no calculations are required. On associativ...
Article
This study investigated whether children's inversion shortcut use (i.e., reasoning that no calculations are required for the problem 4×8÷8, as the answer is the first number) is related to their analogical reasoning ability, short-term memory capacity, and working memory capacity. Children from Grades 6 and 8 solved multiplication and division inve...
Article
Children's understanding of the mathematical concepts of inversion and associativity are positively related, as measured by the use of conceptually based shortcut strategies on 3-term inversion problems (i.e., a + b - b, d x e / e) and associativity problems (i.e., a + b - c, d x e / f; Robinson & Dubé, 2009; Robinson & Ninowski, 2003). Individuals...
Article
This microgenetic study investigated the discovery and development of the multiplication and division concept of inversion. Little is known about multiplicative concepts relative to additive concepts, including the inversion concept. Grade 6 participants (mean age = 11 years 6 months) solved multiplication and division inversion problems (e.g., d x...
Article
Children's understanding of the inversion concept in multiplication and division problems (i.e., that on problems of the form d * e/e no calculations are required) was investigated. Children in Grades 6, 7, and 8 completed an inversion problem-solving task, an assessment of procedures task, and a factual knowledge task of simple multiplication and...
Article
After the onset of formal schooling, little is known about the development of children's understanding of the arithmetic concepts of inversion and associativity. On problems of the form a+b-b (e.g., 3+26-26), if children understand the inversion concept (i.e., that addition and subtraction are inverse operations), then no calculations are needed to...
Article
How simple division strategies develop over a short period of time was examined with a microgenetic study. Grade 5 students (mean age = 10 years, 3 months) solved simple division problems in 8 weekly sessions. Performance improved with faster and more accurate responses across the study. Consistent with R. S. Siegler's (1996) overlapping waves mode...

Questions

Question (1)
Question
My lab is doing a study of how parents select educational apps from the app store. We have posted the survey to facebook and have boosted it. Nothing. Any ideas on how to reach participants online would be helpful.

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