A Field Study of Teachers Using a Curriculum-integrated Digital Game

Peddycord-Liu, Zhongxiu; Cateté, Veronica; Vandenberg, Jessica; Barnes, Tiffany; Lynch, Collin F.; Rutherford, Teomara

doi:10.1145/3290605.3300658

Cited by 12 publications

(2 citation statements)

References 39 publications

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“…The order in which ST Math objectives are played is different across districts, classrooms, and students. Teachers have the freedom to assign different objectives to different groups of students in the same classroom at a particular time, although prior research [20] suggests teachers rarely do this, instead most often reordering at a classroom level. We extracted the largest number of students that played the first N objectives in an identical sequence.…”

Section: Objectives In St Mathmentioning

confidence: 99%

Data-informed curriculum sequences for a curriculum-integrated game

Akintunde

Shabrina

Cateté

et al. 2020

Proceedings of the Tenth International Conference on Learning Analytics &Amp; Knowledge

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In this paper, we perform a predictive analysis of a curriculumintegrated math game, ST Math, to suggest a partial ordering for the game's curriculum sequence. We analyzed the sequence of ST Math objectives played by elementary school students in 5 U.S. districts and grouped each objective into difficult and easy categories according to how many retries were needed for students to master an objective. We observed that retries on some objectives were high in one district and low in another district where the objectives are played in a different order. Motivated by this observation, we investigated what makes an effective curriculum sequence. To infer a new partially-ordered sequence, we performed an expanded replication study of a novel predictive analysis by a prior study to find predictive relationships between 15 objectives played in different sequences by 3,328 students from 5 districts. Based on the predictive abilities of objectives in these districts, we found 17 suggested objective orderings. After deriving these orderings, we confirmed the validity of the order by evaluating the impact of the suggested sequence on changes in rates of retries and corresponding performance. We observed that when the objectives were played in the suggested sequence, we record a drastic reduction in retries, implying that these objectives are easier for students. This indicates that objectives that come earlier can provide prerequisite knowledge for later objectives. We believe that data-informed sequences, such as the ones we suggest, may improve efficiency of instruction and increase content learning and performance.

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Section: Objectives In St Mathmentioning

confidence: 99%

Data-informed curriculum sequences for a curriculum-integrated game

Akintunde

Shabrina

Cateté

et al. 2020

Proceedings of the Tenth International Conference on Learning Analytics &Amp; Knowledge

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“…Among those "games with serious purposes," educational games are one of the most popular. The games have seen promising growth as their acceptance by organizations, both educational and noneducational, is rising significantly [10]. One factor that may hinder the growth is the cost of developing an educational game [11], which can be prohibitive to institutions and practitioners with limited budgets [12].…”

Section: Introductionmentioning

confidence: 99%

Facilitating educational contents of different subjects with context-agnostic educational game: A pilot case study

Atmaja

Muttaqin

Sugiarto

2020

register. jurnal. ilm. teknologi. sistem. inf.

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Educational games are increasingly popular and successful in facilitating various subjects and educational topics. Developing the games are often costly as the developers need to develop specific game content to facilitate each different educational content. One solution to the cost problem is the context-agnostic approach, which allows a game to facilitate educational contents of different subjects or educational topics with zero or minimal modifications to its game content. However, researches on the approach are still scarce, including those aimed at examining real-world applications of the approach. This case study was intended to fill the research gap by examining the application of a context-agnostic educational platformer game in a higher education scenario. The game was used to present educational contents of binary number system and ASCII codes, where both are taught in Informatics Engineering Department. The game was context-agnostic because it was able to flexibly assign educational content elements to various objects in its gameplay. Activity Theory-based Model of Serious Games (ATMSG) was used to guide the design of our educational game. The experiment was conducted with the participation of 60 first-year students of Informatics Engineering Department. The results show that the game can facilitate a more fun and engaging class session for the two educational topics without requiring any changes to the game content. The implication of the results and the implementation complexity of the context-agnostic approach are also discussed.

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The Design and Development of a Game-Based Approach to Entrepreneurship Education

Dunwell

Lameras

2020

Internet of Things, Infrastructures and Mobile Applications

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A Field Study of Teachers Using a Curriculum-integrated Digital Game

Cited by 12 publications

References 39 publications

Data-informed curriculum sequences for a curriculum-integrated game

Data-informed curriculum sequences for a curriculum-integrated game

Facilitating educational contents of different subjects with context-agnostic educational game: A pilot case study

The Design and Development of a Game-Based Approach to Entrepreneurship Education

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