Improving mastery of fractions by blending video games into the Math classroom

Abstract

Concepts from the Australian mathematics curriculum on fractions were used as core elements to design three computer games. In each game, the concepts were presented in the form of tangible puzzles, customized to a difficulty level based on student capability. The games were integrated into a single virtual game world, and a fantasy story was used to help build a compelling experience. Five Year 6 classes were used to evaluate the game over four weeks. Three of the classes were provided with the games, and two served as a control. Both the intervention and control groups also covered fractions in class as part of the regular teaching program, consisting of instructor led content combined with access to online resources and activities. Participants completed a diagnostic test before the trial, and again at the end, designed to assess competence in the fractions concepts targeted by the game. Results show that on average students who had access to the game in addition to the regular teaching scored higher than control group students. In particular, looking at just students who started with a lower level of fractions skills, greater improvement was seen in those that had access to the game

Effects of a Game-Based app on Primary Students’ Self Efficacy and Achievements in Learning Fractions During Distance Education

“…In this sense, mobile-based applications are a very important material in the sense of the efficiency of the learning environment. A study by Masek et al (2017) found that the experiment group with access to games in addition to direct teaching received higher points compared to control group students. When students with lower levels of fraction skills are examined especially, students with access to games appeared to have larger developments in skills.…”

Impact of a game‐based intervention on fraction learning for fifth‐grade students: A pre‐registered randomized controlled study

“…Motion math (Riconscente, 2013) and Semideus (Kiili et al, 2018) are designed based on the measurement interpretation of fractions and relied on fraction number lines. Finally, Abydos (Masek et al, 2017) includes high‐level fraction concepts such as equivalent fractions, identifying least common multiples, addition, and subtraction of fractions.…”

“…Finally, studies have not always used an exhaustive, standardized, or country‐based assessment to test for fraction skills (Kiili et al, 2018; Martin et al, 2015). The studies that did use fraction test items from standardized assessments also vary in their selection of the test items, raising the possibility that the results are dependent upon that selection (Masek et al, 2017; Riconscente, 2013). This highlights the need for pre‐registering hypotheses and methods when assessing the impact of an intervention (Bertram, 2020; Nosek et al, 2018).…”

Improving rational number knowledge using the NanoRoboMath digital game

“…In recent years, studies examining the effects of digital game-based learning environments on players' rational number competencies have yielded positive results. For example, games have been shown to support students' understanding of fraction equivalence and comparison, number line estimation, arithmetic skills, and attitudes towards fraction learning (Gresalfi et al, 2018;Masek et al, 2017;Nejem & Muhanna, 2013;Riconscente, 2013). Further, the affordances and efficiencies provided by properly designed digital games may improve students' engagement and motivation and enhance their conceptual understanding of rational numbers (Zhang et al, 2020).…”