I coordinated the recruitment of school districts and teachers for pilot testing. I established relationships with district administrators and teachers to ensure buy-in and program fidelity throughout the study period. I created survey instruments and worked closely with our IRB for approval.

I recruited and managed multiple cohorts of teachers and students for iterative testing phases, creating structured feedback loops that informed curriculum refinements. This user-centered approach ensured the intervention was both mathematically rigorous and engaging for students.

I developed comprehensive pilot testing protocols that balanced research rigor with classroom practicality. I created age-appropriate survey instruments measuring both mathematical skill acquisition and attitudinal changes toward math, with special attention to measuring student confidence.

I coordinated training and implementation support for participating teachers, ensuring consistent delivery across classrooms while maintaining research integrity. I managed timelines across multiple research phases, from initial testing through full implementation.

For both boys and girls, playing the game significantly improved knowledge of equations, decreased math anxiety, and increased math confidence. After four weeks of playing the game in school, students improved their knowledge of equations and felt more confident and less anxious about math. Students who played for 6 weeks showed even stronger math equation skills and graphing skills.

I led the dissemination of findings through educational blogs targeting teachers and administrators, creating accessible content that highlighted implementation strategies and outcomes. I developed social media campaigns that effectively communicated key findings to educators and parents, resulting in program adoption beyond the initial research sites.