Impact on Student Achievement – Independent Research and findings

Product Efficacy

University of Central Florida
This 2008 study investigated the effect of DimensionM games on math class motivation and achievement in a formal K-12 setting.

Key findings:
Students who played the math video games scored significantly higher on the district-wide math benchmark exam.
Students who played the games demonstrated greater gain scores from pre-test to posttest (mean increase of 8.07) than students who did not play the games (mean increase of 3.74).
Download full report.

Broward County Study
During the summer of 2008, the DimensionM program (the DimensionU Learning System for Math) was introduced to r
ising 7th and 8th graders as part of 
a 3-
week, summer course recovery math program at a Middle School in Broward 

Academic Highlights: 
  • The average pre/post test improvement was 82.7%
  • 75% of students who used DimensionM received a passing grade in the course
  • Only 35.5% of students who did not use DimensionM received a passing grade in the course
  • Increased usage led to increased student learning and demonstrated improvement
Student Use and Engagement 
  • 52% of students used the program at home (or outside of class) 
  • Out of class use was three times greater than in-class use (average time spent per student)
  • 100% of girls and 92% of boys said DimensionM was their favorite on one of their favorite math-related activities in summer school
  • Both girls and boys either "Really Agreed" or "Agreed" with the following:
    1. Want DimensionM in their school next year
    2. DimensionM helped with their math skills
    3. DimensionM is a good way to practice math
Our favorite student comment:
"I liked that it made me think a little bit more than I usually do during the day." 

UNC Wilmington Study
This 2009 study investigates the effects of DimensionM on students’ math performance and attitudes in the context of a formal K-12 setting, Participants include 225 middle school students, 10 middle school math teachers, and 2 computer resource teachers from 4 Title 1 schools in two southeastern North Carolina counties. The teachers were given flexibility in choosing how to integrate DimensionM into their classrooms, and the research program only required that their students play the games once a week for a full class session over a 16-week period. Quantitative data reflects increases in achievement for the entire group of participants, as well as improvement in student attitudes towards math and mathematics self-efficacy. Download full report.

Pender County Study (UNC Wilmington)
Conducted in 2008, this study looks at the effects of DimensionM in the setting of a rural middle school of roughly 500 students, where only 63.1 percent of students were either at or above grade level on state-mandated End-of-Course testing for math. 
  • Mean scores increased from 46% on the pre-test to 63% on the post-test
  • Male and female students demonstrated equitable gains
Educators also reported that students were very willing to replay the same mission multiple times in an attempt to improve their scores. "Because they need to know the math to advance in the game, they're willing to learn it. It's building their confidence and it's putting them ahead in their regular math class" (G. Goble, math coach). Download full report