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

Abstract

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.

Increasing Impact of Simulation/Gaming and Simulation & Gaming

“…Other topics that have a long history in Simulation & Gaming also include Science, Technology, Engineering and Mathematics (STEM) learning games and simulations about international and intercultural negotiations. Angela Piu, Cesare Fregola, and Barbara Barbieri (2016), in “Geometry classrooms with simulation/games” the authors share their research results and future developments. Their application of a geometry game, CARTOLANDIA, led to a much higher content retention rate among the Italian young adult students who used it.…”