The narrow time frame of this project resulted in limiting the scope of this evaluation. While it was observed that Timez Attack can be engaging and beneficial for the students, the benefits the game provides may not be readily understood by teachers, administrators, and parents. It is recommended that the findings in this report be utilized for marketing purposes to help consumers understand the positive ways the product contributes to students' experiences and complements in-class instruction. Responses indicate that exposure to TA resulted in generally decreased math anxiety and an increased confidence toward learning multiplication facts. Our data shows a positive change in students' mathematics self-efficacy, or their belief in their own capacity to solve multiplication problems.

Our preliminary findings also suggest that students who experienced both teacher-instruction and TA gameplay attempted more multiplication problems on their post multiplication tests and made fewer errors than students without the additional instruction.

The outcome between a session of playing Timez Attack and a session of classroom instruction showed no significant differences. Our data suggests that TA compares with other instructional methods for teaching times-tables. We also collected data through observations and informal interviews throughout the experiment and from the participants' written responses to open-ended questions on the surveys. We administered a 12s times table test to two groups of students and collected data from pre/post-test surveys. Our evaluation team, in cooperation with administrators and faculty at Wasatch Elementary School, completed a controlled exercise using a variety of methods in order to collect and code the data. In preparation for the evaluation our evaluation team-most of which are graduate IP&T students-conducted a literature review researching multiplication mastery and math anxiety computer assisted instruction (CAI) benefits including motivation, achievement, and self-efficacy and recommendations from the National Mathematics Advisory Panel. Big Brainz requested an evaluation of TA to identify changes in student mastery of multiplication facts and student self-efficacy regarding mathematics. With keyboard and mouse controls, students navigate various three-dimensional environments and encounter 'assessment stations' to demonstrate their mastery of multiplication facts. Big Brainz, an educational gaming company, developed Timez Attack (TA) to help students learn basic multiplication facts through stimulating, game-based learning.

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