Effects of Digital Game-Based Learning and Traditional Teaching Approaches on Students' Mathematics Problem-Solving Attitude

Dayo, Nadira; Asad, Muhammad Mujtaba; Alvi, Unaeza

doi:10.1201/9781003143796-7

Cited by 3 publications

(4 citation statements)

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“…In addition to these studies, some findings from different research are remarkable, too. Dayo et al (2021) found out that digital game-based learning, Tüm and Kutluca (2021) investigated that rich learning environments and, Şanlıdağ and Aykaç (2021) clarified that mind games has a positive impact on attitudes towards problem solving. All these environments have common factors such as learner centered teaching and rich contexts for mathematics.…”

Section: Conclusion Discussion and Recommendationsmentioning

confidence: 99%

Çocuk Edebiyatıyla Bütünleştirilmiş Matematik Dersinin Problem Çözme Tutumuna, Matematiksel İlişkilendirmeye ve Matematik Özyeterliğine Etkisi

YALÇIN

Akkaya

Durmaz

2022

Uludağ Üniversitesi Eğitim Fakültesi Dergisi

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Bu araştırmanın amacı, çocuk edebiyatıyla bütünleştirilmiş matematik derslerinin 8. sınıf öğrencilerinin problem çözmeye yönelik tutumlarına, problem çözme becerilerine ve stratejilerine, matematiksel ilişkilendirme ile matematiksel özyeterlik düzeylerine etkisini incelemektir. Araştırmada deneysel araştırma yöntemlerinden öntest-sontest kontrol gruplu yarı deneysel desen kullanılmıştır. Araştırma 30 sekizinci sınıf öğrencisi ile yürütülmüştür. Araştırmanın verileri Matematik Problemi Çözmeye Yönelik Tutum Ölçeği, Problem Çözme Beceri ve Stratejileri Ölçeği, Matematiksel Özyeterlik Ölçeği ve Matematiksel İlişkilendirme Özyeterlik Ölçeği kullanılarak elde edilmiştir. Veriler Kolmogorov Smirnov, Shapiro Wilk, İlişkili Örneklemler t testi, Wilcoxon İşaretli Sıralar testi, İlişkisiz Örneklemler t testi ve Mann Whitney U testleri kullanılarak analiz edilmiştir. Araştırmadan elde edilen bulgulara göre, çocuk edebiyatı ile bütünleştirilmiş matematik dersleri sonrası deney ve kontrol gruplarında bulunan 8. sınıf öğrencilerinin matematik problemi çözmeye yönelik tutum, matematiksel ilişkilendirme ve matematiksel özyeterlik düzeylerine ilişkin öntest ve sontest puanları arasında istatistiksel olarak anlamlı bir fark bulunamamıştır. Ancak deney grubu öğrencilerinin puanlarında problem çözme beceri ve stratejileri ölçeğinin “Problemin Çözümünü Değerlendirme” alt boyutunda olumlu yönde bir değişimin olduğu gözlemlenmiştir. Araştırmanın bu bulgusunun çocuk edebiyatı ve matematik öğretimi bütünleştirmesinin problem çözme aşamalarında önemli bir yeri olan problemin çözümünü değerlendirme aşamasına katkı sağlayabileceği düşünülmektedir.

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Section: Conclusion Discussion and Recommendationsmentioning

confidence: 99%

Çocuk Edebiyatıyla Bütünleştirilmiş Matematik Dersinin Problem Çözme Tutumuna, Matematiksel İlişkilendirmeye ve Matematik Özyeterliğine Etkisi

YALÇIN

Akkaya

Durmaz

2022

Uludağ Üniversitesi Eğitim Fakültesi Dergisi

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“…It was stated by Prensky (2007) that digital games actively involve students in learning through interactive entertainment. They also support collaborative learning and complex problem-solving (Dayo et al, 2021;Sjöberg & Brooks, 2022;Sun et al, 2022;Tong et al, 2022). The building of shared knowledge is supported by social interaction and collaborative learning becomes continuous.…”

Section: Digital Games As Learning Support Toolsmentioning

confidence: 99%

Is more comfortable reading possible with collaborative digital games? An experimental study

Şanal

2023

Journal of Educational Technology and Online Learning

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In this study, which is based on the fact that the nature of learning is and should be formed on a social constructivist basis, interaction and collaboration in language development are focused and digital games are discussed as is instructional technology. If digital games are developed with learning in mind, their effected educational change on learners has not yet been fully explored. In this study, the effect of a digital game supported with reciprocal activities on reading comprehension, reading motivation, and reading anxiety in science text was investigated. Eighty-five participants were randomly assigned to the digital game without reciprocal activities (control group, n=43), and compared with digital game with reciprocal activities (experimental group, n=42), dealing with ten different stories over a ten week period. The study used a quasi-experimental pre-posttest study design to compare reading comprehension, reading motivation, and reading anxiety outcomes. Comparing the effectiveness of reciprocal activities, the groups supported by collaborative activities were found more motivated and less anxious than the digital game group without collaborative activities. The current findings indicate that the use of collaborative activities should not be ignored when planning to activate the supporting role of any instructional technology teaching reading skills.

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“…Students afforded the opportunity to engage with problem situations structured within a captivating and thought-provoking context have demonstrated noteworthy enhancement in their problem-solving capabilities through the utilization of educational digital games (Acquah & Katz, 2020;Dai et al, 2022;Gros, 2007;Hwang et al, 2015;Issa, 2007;Jenkins et al, 2006;White & McCoy, 2019;Spires, 2015;Sun et al, 2022). Furthermore, their dispositions towards problem solving have exhibited a positive transformation as well (Dayo et al, 2021;Dweck, 2015). In addition, educational digital games improve students' mathematical reasoning skills (Bakker et al, 2015;Ke, 2014;Kolovou, & van den Heuvel-Panhuizen, 2010;Olson et al, 2007).…”

Section: Educational Digital Games In Mathematics Educationmentioning

confidence: 99%

“…However, it is clear that evaluating the content used by teachers in the light of NCTM standards represents an important basis for improving mathematics teaching and learning (Alabdulaziz & Higgins, 2021). The studies in the literature focused on the topics of examining digital games from an educational perspective (Gözüm & Kandır, 2021); the effects of digital mathematics games on student performance and attitudes (Cai et al, 2022;Jarrah et al, 2022;Kolovou et al, 2013;Luo et al, 2022;Starkey, 2013;White & McCoy, 2019), mathematical reasoning (Jensen & Scott, 2022), mathematical problem-solving attitudes (Dayo et al, 2021) and problem-solving performance (Sun et al, 2022); examining the design features of digital games (Moyer-Packenham et al, 2020); opinions of teachers and students about digital games (Özata & Coşkuntuncel, 2019;Yong et al, 2016). Two studies were found that examined games according to NCTM standards (Arabacı, 2021;Joung & Byun, 2021).…”

Section: Nctm Standardsmentioning

confidence: 99%

Examination of the Interactive Digital Mathematics Games According to NCTM Standards

ARABACI,

KANBOLAT,

DANİŞMAN

2023

Research on Education and Psychology

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This study aimed to examine the interactive digital games that are open to access at the secondary education level on the Education Informatics Network [EIN] platform according to NCTM standards. 20 interactive mathematics games that are open to access on the EIN platform have been reached. Accessed games were analysed descriptively with a code book developed by Joung and Byun (2021) based on the NCTM Content and Process Standards. According to the results of the study, it was determined that the majority of the games are focused on the Numbers and Operations. All of the games targeted fifth and sixth graders, and no games were included for probability domain. Geometry has the highest mean scores for content standards while algebra has the lowest. Games related to geometry, measurement, and numbers exhibit a moderate degree of alignment with the underlying content domains, whereas games centered on data and algebra show a relatively weaker correspondence between the content and the contextual aspects of the game. On the other hand, as for the process standards, algebra has the highest mean scores while geometry and numbers have the lowest mean scores. Highest mean scores for process standards belong to problem solving for data, reasoning and proof for measurement, connections for data and algebra, representations and communication for algebra. Among the process standards, reasoning and proof, and communication were represented with the lowest means for all domains. Considering the results it is advisable to revise digital interactive mathematics games to meet the content and process standards.

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Effects of Digital Game-Based Learning and Traditional Teaching Approaches on Students' Mathematics Problem-Solving Attitude

Cited by 3 publications

References 0 publications

Çocuk Edebiyatıyla Bütünleştirilmiş Matematik Dersinin Problem Çözme Tutumuna, Matematiksel İlişkilendirmeye ve Matematik Özyeterliğine Etkisi

Çocuk Edebiyatıyla Bütünleştirilmiş Matematik Dersinin Problem Çözme Tutumuna, Matematiksel İlişkilendirmeye ve Matematik Özyeterliğine Etkisi

Is more comfortable reading possible with collaborative digital games? An experimental study

Examination of the Interactive Digital Mathematics Games According to NCTM Standards

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