A computer game for teaching and learning algebra topics at undergraduate level

Abstract

Technology is increasingly changing the way that engineering students are taught. In recent years, we have witnessed a significant growth in using computer game technologies for teaching and learning in different engineering fields and contexts. This approach offers the ability to create complex and highly interactive scenarios with a solid theoretical basis to teach material in new and highly interactive ways. This paper introduces the application of the game‐based learning approach and instructional design for creating a 2D computer game in order to support mathematics teaching and learning in the first‐year of an undergraduate engineering course. Additionally, an experiment was conducted on a Computer and Electronic Engineering course to evaluate the effects of the proposed game by following the “competency‐based learning” approach on students with sequential and global learning styles. The results showed that the computer game increased the learning experience and motivation of global learners when learning mathematical topics.

Exploring the Digital Game-Based Elements in Mathematics Education: A Meta-Analysis Review

“…However, these types of learning courseware fail to support learners' engagement in education (Ke, 2013). These game designs eventually create boredom among the learners (García, 2017).…”

“…This element was used in 7 articles out of 17 articles, which is equivalent to 11.11%. According to García (2017), problem-solving is a form of thinking. The study of Yusoff et al, (2017) argued that the existence of problem-solving activities indirectly influences learners' interaction with their group of learning.…”

Applications (Ideas) in Linear Algebra with Digital Image Processing. Can we Do, Teach, Motivate and Evaluate?

“…Some experiences have been made, for example the work presented by Professor Silverman and Rosen (2010) that uses the DIP and LA to teach concepts and terminologies of LA while developing self-confidence students. The DIP helps to develop visual and intuitive understanding of the concepts, which are usually abstract and entirely new for students (Berriochoa et al, 2009;Caridade et al, 2014;Donevska-Todorova, 2018;Garía and Cano, 2018). So, the DIP can improve the teaching of LA in a completely different way by increasing the motivation and participation.…”

Experiences on the use of a game for improving learning and assessing knowledge

“…Educational games can provide students with a motivating and stimulating environment while providing them with immediate feedback to promote learning . The ability of games to engage and challenge players and the range of cognitive and sociocultural practices generated by games have led to an increased interest in the use and study of computer games in universities . The use of games in higher education results in a class with much more student participation, and a more entertaining and faster acquisition and consolidation of knowledge [25,28].…”