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Elementary school children, some of whom were nonnative speakers of English, learned to add and subtract integers in a discovery-based multimedia game either with or without verbal guidance in English or optionally in Spanish (Groups G-verbal guidance and No-G-no verbal guidance, respectively). Group G members chose to listen to verbal explanations in their first language and showed larger posttest scores than Group No-G. High-computer-experience students in Group G outperformed the rest of thedoi:10.1037/0022-0618.104.22.1682 fatcat:g2c3ksgl7bcblcmodva4of4yja