Research Evidence

Proven, Effective Results

Research indicates that digital games can help young students improve their math skills and enjoy math more. However, with literally millions of mobile apps and games from which to choose, it is critical that educators make informed decisions. Douglas Clements emphasizes that, in order to see positive results, digital games need to be meaningful and motivating (Will 2017).

Zorbit’s intriguing narrative about a journey through space and its embedded math problems spark students’ curiosity, setting the stage for an immersive, and engaging learning experience. The effectiveness of Zorbit’s Math Adventure has been proven by independent studies, each showing positive results for improving mathematical understanding.

Interactive Learning Games can Significantly Improve Early Math Learning and Opportunities for Cross-Grade Growth

A study on Zorbit’s Math Adventure shows that playing the games for 20 minutes three times a week resulted in increased math ability (Ferdig, 2017). This agrees with a study by Clements who comments that “we have found that a focused five-to 15 minutes, just a couple times a week, can make a big difference for kids” (Will, 2017, p. 11).

“Students assigned to the treatment condition who played the Zorbit app saw a similar amount of growth in their mathematics achievement scores as that associated with one year of natural growth”

Ferdig, R., & Kosko, K. Zorbit Math Game significantly improves math learning and opportunities for cross-grade growth. White Paper, February, 2017, 1.
Will, M. (2017). Do digital games improve children’s math skills? Education Week, June 3, 36 (31), 10–11.


Tested in the Classroom by Educators like you

“My kindergarten class loves Zorbit’s Math Adventure. It is interactive and keeps them consistently engaged with learning. Logging on is simple and my students are able to do it on their own.”

– Connie Potts, Kindergarten Teacher, Sabina Elementary

“I knew Zorbit’s Math Adventure was having an impact in my classroom when the students told me they were playing at home. I like how the program is self-paced and as a teacher, I can see how they are doing, what types of questions they are mastering and what types they are having difficulty with.”

– Wendi Steinmann, Grade 1, Our Lady of the Rosary

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