Development and Analysis of A Design Model for Geometry-Based Simulation Games

Piu, Angela; Fregola, Cesare; Santoro, Anna

doi:10.1016/j.sbspro.2015.04.206

Cited by 2 publications

(3 citation statements)

References 5 publications

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“…The conceptual diagram was designed taking into consideration the close interdependence between the theoretical dimension, the empirical aspects, the characteristics of the participants and the game’s use context, on which researchers have recently been focusing their attention (Kriz & Hense, 2006; Piu et al, 2015).…”

Section: Resultsmentioning

confidence: 99%

“…CARTOLANDIA was specifically designed according to theoretical-methodological choices from which references were initially drawn from the literature on simulation games and teaching mathematics. CARTOLANDIA is organised around a representation or model of reality which contains mathematizable aspects of reality and provides perceptibly different situations in one mathematical conceptual structure (Piu, Fregola, & Santoro, 2015). This is presented in the form of a problem which can be addressed gradually by initiating learning through the guided discovery of concepts, rules and structures of mathematics.…”

Section: Cartolandiamentioning

confidence: 99%

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Geometry Classrooms With Simulation/Games. Research Results and Future Developments

Piu

Fregola

Barbieri³

2016

Simulation & Gaming

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Background. As revealed by national surveys and comparisons with other countries, Italian students may have difficulties in learning mathematical content, and geometry in particular. Aim. This research aimed at ascertaining if, with respect to traditional methods, the structural characteristics of simulation games designed on the basis of specific theoretical and methodological choices can: (a) facilitate comprehension and improve the retention of geometric concepts; (b) increase pupils’ motivation to learn geometry; (c) affect perceived social and scholastic self-efficacy. Method. This mixed method research included an experimental and a control group and a qualitative analysis of an open-ended examination. Results. Our research with Y4 primary pupils (n=104) indicates that students who learned geometrical concepts via the simulation game had a higher level of both content retention and level of abstraction compared with those in the control group. Conclusions. The results of this study highlight the didactic effectiveness of simulation games with reference to the cognitive aspects of the learning process and indicate the need to develop design models for geometry-based simulations.

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Section: Resultsmentioning

confidence: 99%

Section: Cartolandiamentioning

confidence: 99%

Geometry Classrooms With Simulation/Games. Research Results and Future Developments

Piu

Fregola

Barbieri³

2016

Simulation & Gaming

Self Cite

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“…Furthermore, it can improve self-confidence and reduce learning anxiety in STEM education (Pareto et al, 2012;Verkijika & De Wet, 2015). Researchers point out that many of the skills used in DGBL are inherently mathematical, such as goal-oriented decision making, spatial navigation, and sequential thinking skills (Piu et al, 2015;Lowrie & Jorgensen, 2015).…”

Section: Introductionmentioning

confidence: 99%

Developing a Stealth Assessment System Using a Continuous Conjunctive Model

Moon

et al. 2022

Learning Analytics

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Integrating learning analytics in digital game-based learning has gained popularity in recent decades. The interactive nature of educational games creates an ideal environment for learning analytics data collection. However, past research has limited success in producing accessible and effective assessments using game learning analytics. In this study, a mathematics educational game called The Nomads was designed and developed to train learners’ adaptive expertise in rational number arithmetic. Players’ game log data were captured and fitted to a cognitive diagnostic model (CDM) — CCM (continuous conjunctive model). CCM lends itself well to the complex and dynamic nature of game learning analytics. Unlike traditional CDMs, CCM generates parameters at an attribute level and offers more parsimonious diagnoses using continuous variables. The findings suggest that learners’ attribute mastery improved during the gameplay and that learners benefit from using the scaffolds for three of the attributes instructed by the game. This study presents the application of a powerful new tool for game learning analytics. Future studies can benefit from more generalized analytics models and more specified learning attributes and game tasks.

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Development and Analysis of A Design Model for Geometry-Based Simulation Games

Cited by 2 publications

References 5 publications

Geometry Classrooms With Simulation/Games. Research Results and Future Developments

Geometry Classrooms With Simulation/Games. Research Results and Future Developments

Developing a Stealth Assessment System Using a Continuous Conjunctive Model

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