Patterns of Using Multimodal External Representations in Digital Game-Based Learning

Abstract

Although prior research has highlighted the significance of representations for mathematical learning, there is still a lack of research on how students use multimodal external representations (MERs) to solve mathematical tasks in digital game-based learning (DGBL) environments. This exploratory study was to examine the salient patterns problem solvers demonstrated using MERs when they engaged in a single-player, three-dimensional architecture game that requires the acquisition and application of math knowledge and thinking in game-based context problem solving. We recorded and systematically coded the behaviors of using MERs demonstrated by 20 university students during 1.5 hours of gameplay. We conducted both cluster and sequential analyses with a total of 2654 encoded behaviors. The study indicated that the maneuverable visual-spatial representation was most frequently used in the selected architecture game. All of the participants performed a high level of representational transformations, including both treatment and conversion transformations. However, compared to the students in the second cluster who were mostly non-game players, students in the first cluster (composed of mainly experienced video game players) displayed a higher frequency of interacting with various MERs and a more cautious and optimized reflective problem-solving process.

Game-Based Learning for Students’ Computational Thinking: A Meta-Analysis

“…Consistent with other studies of GBL (Pan et al, 2022a; Sun et al, 2021), most studies in our meta-analysis were conducted with elementary and middle school students. The results indicated that the effect of GBL on CT was greater at the elementary school stage than at the middle school stage.…”

“…Computer and information science courses using GBL have a strong effect on students’ CT. On the one hand, the programming knowledge acquired in programming courses contributes to CT concept acquisition (Pellas & Vosinakis, 2018); on the other hand, when coding skills are applied in a GBL environment, it further enhances CT (Psycharis & Kallia, 2017). This could be because GBL transforms abstract concepts into concrete, visual objects and presents them in easy-to-understand learning contexts (Pan et al, 2022a), which can improve students’ cognition, skill, and affective learning outcomes. It is appropriate, therefore, to include GBL in CS courses to help develop CT.…”