In this study we investigate the effects of long-term technology enhanced learning (TEL) in mathematics learning performance and fluency, and how technology enhanced learning can be integrated into regular curriculum. The study was conducted in five second grade classes. Two of the classes formed a treatment group and the remaining three formed a control group. The treatment group used TEL in one mathematics lesson per week for 18 to 24 months. Other lessons were not changed. The difference in learning performance between the groups tested using a post-test; for that, we used a mathematics performance test and a mathematics fluency test. The results showed that the treatment group using TEL got statistically significantly higher learning performance results compared to the control group. The difference in arithmetic fluency was not statistically significant even though there was a small difference in favor of the treatment group. However, the difference in errors made in the fluency test was statistically significant in favor of the treatment group.

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对技术增强型学习的长期影响：数学中每周数字课程的使用

在这项研究中，我们研究了长期技术增强学习（TEL）对数学学习成绩和流利度的影响，以及如何将技术增强学习整合到常规课程中。该研究在五个二年级课程中进行。其中两类组成治疗组，其余三类组成对照组。治疗组每周在一次数学课程中使用TEL，持续18到24个月。其他课程未更改。使用后期测试的各组之间学习成绩的差异；为此，我们使用了数学性能测试和数学流畅性测试。结果表明，与对照组相比，使用TEL的治疗组的学习成绩在统计学上显着更高。即使对治疗组的支持差异很小，算术流利度的差异也没有统计学意义。但是，流利度测试中的错误差异在统计学上显着，有利于治疗组。