Kerry Duck
Current Organizations / Institutes
The organizations/institutes from the scholar's latest article
Research Subjects
Research Interests
Kerry Duck has a total of 3 co-authors. Here are the top co-authors by number of shared publications:
Joshua M. Rosenberg
School of Education, University of Delaware
1 shared publicationRaymond Patt
School of Education, University of Delaware
1 shared publication- Teomara Rutherford
University of Delaware, Newark, DE, USA
1 shared publication
Latest Publications
- 16 June 2021
- Published by Taylor & Francis in Journal of Research on Technology in Education
- Vol. 54 (sup1) , S94-S131
Leveraging mathematics software data to understand student learning and motivation during the COVID-19 pandemic
School closures during the COVID-19 pandemic presented a threat to student learning and motivation. Suspension of achievement testing created a barrier to understanding the extent of this threat. Leveraging data from a mathematics learning software as a substitute assessment, we found that students had lower engagement with the software during the pandemic, but students who did engage had increased performance. Students also experienced changes in motivation: lowered mathematics expectancy, but also lower emotional cost for mathematics. Results illustrate the potential and pitfalls of using educational technology data in lieu of traditional assessments and draw attention to access and motivation during at-home schooling.
- 16 June 2021
- Published by Taylor & Francis in Journal of Research on Technology in Education
- Vol. 54 (sup1) , S94-S131
Leveraging mathematics software data to understand student learning and motivation during the COVID-19 pandemic
School closures during the COVID-19 pandemic presented a threat to student learning and motivation. Suspension of achievement testing created a barrier to understanding the extent of this threat. Leveraging data from a mathematics learning software as a substitute assessment, we found that students had lower engagement with the software during the pandemic, but students who did engage had increased performance. Students also experienced changes in motivation: lowered mathematics expectancy, but also lower emotional cost for mathematics. Results illustrate the potential and pitfalls of using educational technology data in lieu of traditional assessments and draw attention to access and motivation during at-home schooling.