Gaming and Confrustion Explain Learning Advantages for a Math Digital Learning Game

Richey, J. Elizabeth; Zhang, Jiayi; Das, Rohini; Andres-Bray, Juan Miguel L.; Scruggs, Richard; Mogessie, Michael; Baker, Ryan S.; McLaren, Bruce M.

doi:10.1007/978-3-030-78292-4_28

Cited by 18 publications

(12 citation statements)

References 40 publications

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“…Besides that, all kinds of multimedia, watching short instructional videos, and completing associated activities can have a good influence on student learning: animations successfully drive learner attention, hence enhancing the learning experience [30]. Also, students in the game condition had more confidence [31]. These positive research findings indicate that multimedia usage as a sort of blendedlearning approach caters to many learning styles and has been proven to produce better results than typical lecture delivery [32].…”

Section: • After Class: Students Complete Homework Assignments or Oth...mentioning

confidence: 87%

Tech-Enhanced Learning

Naser

2024

Int. J. Interact. Mob. Technol.

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The current study uses the lens of Robert Gagne’s nine events of instruction and the flipped classroom approach to construct a proposed educational module to teach the instructional technology course for preservice teachers at Al Ain University in UAE. The content was broken down into small parts and presented to students through videos and interactive learning exercises. A quasi-experiment was conducted to study the designed module’s effectiveness. The sample involved two groups of 50 female postgraduates from different fields of specialization. The experimental group students were taught through the implementation of the flipped microlearning module, while the control group was taught the same way, except that the educational content was conveyed without chunking. The researcher collected data by administering an achievement test and using the UTAUT questionnaire to determine student acceptance of the module. The result of the ANCOVA test revealed the existence of a substantial difference between the two groups, as f reached 4.427 in favor of the experimental group, with a significance level of 0.038. The questionnaire findings indicated high student acceptance of the module. The findings are of great importance for educational policy and curriculum designers and highlight the advantages of this module in enhancing student performance in different specialist fields.

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Section: • After Class: Students Complete Homework Assignments or Oth...mentioning

confidence: 87%

Tech-Enhanced Learning

Naser

2024

Int. J. Interact. Mob. Technol.

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“…The use of AI technologies to enhance students' learning experiences has gained increasing popularity, especially in the last decade (Chassignol et al, 2018;Aslan et al, 2019;Jia et al, 2020;Baker, 2021;Zhai et al, 2021;Zhang and Aslan, 2021). Intelligent gamebased learning systems (Lester et al, 2013;Richey et al, 2021) present significant benefits for practicing math concepts in smart spaces (Pires et al, 2019;Sun et al, 2021), specifically for early childhood education (Skene et al, 2022). Adapting NLP techniques to build various educational applications has been an appealing area of research for quite some time (Meurers, 2012;Blanchard et al, 2015;Lende and Raghuwanshi, 2016;Taghipour and Ng, 2016;Raamadhurai et al, 2019;Cahill et al, 2020;Ghosh et al, 2020).…”

Section: Related Workmentioning

confidence: 99%

NLU for Game-based Learning in Real: Initial Evaluations

Okur¹,

Sahay²,

Nachman³

2022

Preprint

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Intelligent systems designed for play-based interactions should be contextually aware of the users and their surroundings. Spoken Dialogue Systems (SDS) are critical for these interactive agents to carry out effective goal-oriented communication with users in real-time. For the real-world (i.e., in-the-wild) deployment of such conversational agents, improving the Natural Language Understanding (NLU) module of the goal-oriented SDS pipeline is crucial, especially with limited task-specific datasets. This study explores the potential benefits of a recently proposed transformer-based multi-task NLU architecture, mainly to perform Intent Recognition on small-size domain-specific educational game datasets. The evaluation datasets were collected from children practicing basic math concepts via play-based interactions in game-based learning settings. We investigate the NLU performances on the initial proof-of-concept game datasets versus the real-world deployment datasets and observe anticipated performance drops in-the-wild. We have shown that compared to the more straightforward baseline approaches, Dual Intent and Entity Transformer (DIET) architecture (Bunk et al., 2020) is robust enough to handle real-world data to a large extent for the Intent Recognition task on these domain-specific in-the-wild game datasets.

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“…Our exploration of gender differences has experimentally tested how different game features affect in-game behaviors and learning outcomes for female and male students (Nguyen et al, 2020;Richey et al, 2021). This will hopefully lead to insights as to why Decimal Point has led to gender effects favoring female students.…”

Section: Gender Effectsmentioning

confidence: 99%

“…In particular, we explored which of the forms of prompted self-explanation -menu-based, scaffolded, or focused -led to the best learning and enjoyment outcomes. We wanted to examine whether any forms of prompted self-explanation would disrupt game flow, given that engagement has been shown to explain the learning benefits of Decimal Point compared to a non-game equivalent (Richey et al, 2021). While we focus on the gender results in this paper, we will also summarize the previously reported results.…”

Section: Research Questionmentioning

confidence: 99%

A Digital Learning Game for Mathematics that Leads to Better Learning Outcomes for Female Students: Further Evidence

McLaren

2022

ECGBL

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Stereotypes about men being better than women at mathematics appear to influence female students’ interest and performance in mathematics. Given the potential motivational benefits of digital learning games, it is possible that games could help to reduce math anxiety, increase self-efficacy, and lead to better learning outcomes for female students. We are exploring this possibility in our work with Decimal Point, a digital learning game that scaffolds practice with decimal operations for 5th and 6th grade students. In several studies with various versions of the game, involving over 800 students across multiple years, we have consistently uncovered a learning advantage for female students with the game. In our most recent investigation of this gender effect, we decided to experiment with a central feature of the game: its use of prompted self-explanation to support student learning. Prior research has suggested that female students might benefit more from self-explanation than male students. In the new study, involving 214 middle school students, we compared three versions of self-explanation in the game – menu-based, scaffolded, and focused – each presenting students with a different type of prompted self-explanation after they solved problems in the game. We found that the focused approach led to more learning across all students than the menu-based approach, a result reported in an earlier paper. In the additional results reported in this paper, we again uncovered the gender effect – female students learned more from the game than male students, regardless of the version of self-explanation – and also found a trend in which female students made fewer self-explanation errors, suggesting they may have been more deliberate and thoughtful in their self-explanations. This self-explanation finding is a possible key to further investigation into how and why we see the gender effect in Decimal Point.

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Gaming and Confrustion Explain Learning Advantages for a Math Digital Learning Game

Cited by 18 publications

References 40 publications

Tech-Enhanced Learning

Tech-Enhanced Learning

NLU for Game-based Learning in Real: Initial Evaluations

A Digital Learning Game for Mathematics that Leads to Better Learning Outcomes for Female Students: Further Evidence

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