Supporting Children’s Learning of Probability Through Video Game Programming

Abstract

Teaching programming and creating games have attracted much attention over the years, mostly the attention of curriculum developers and teachers. This study designed and developed a video game-based intervention, then investigated the effects of this intervention on middle school students' learning of probability concepts. In the study, the students learned and used Scratch as a game programming tool. Initially, they received hands-on learning activities on how to use Scratch, and then developed video games based on scenarios authored by the researchers. The study collected quantitative as well as qualitative data using two different measurement tools: probability achievement test and student project assessment rubric, respectively. The data revealed that students were able to learn and use Scratch and develop probability-related and probability-based algorithms that generate random results successfully. The effect of Scratch intervention on students' learning of probability was statistically significant. Findings were discussed in relation to similar studies reported in the literature. Finally, the study raised a set of further research questions in the Conclusion section.

Code to Learn: Where Does It Belong in the K-12 Curriculum?

“…A positive correlation between programming quizzes and better math test scores has been detected in a 5 th grade class (Lewis & Shah, 2012); there is evidence that 3 rd graders improve in the identification and comparison of numbers (Zavala, Gallardo, & García-Ruíz, 2013); a significantly more positive attitude towards math after including programming activities in middle school has been proved (Ke, 2014); a significant improvement on middle school students' learning of probability concepts after developing Scratch video games has been reported (Akpinar & Aslan, 2015); and a significant increase in mathematical thinking in 6 th grade students after the use of Scratch has been found (Calao, Moreno-León, Correa, & Robles, 2015).…”

Novel pedagogical tool for simultaneous learning of plane geometry and R programming

“…However, as it was first proposed by Abelson and DiSessa (1986) with the aid of the LOGO turtle, these curves can be approximated by iteratively drawing segments of certain lengths and angles. The LOGO turtle, which originally was a real robot developed at Massachusetts Institute of Technology at the end of the 60s, refers to an on-screen cursor implemented in the LOGO language that was capable of responding to easy instructions from the user (basic direction setting of the turtle and rectilinear movements).…”

“…This turtle is also available in R in the package TurtleGraphics. As it is shown in the publication of Abelson and DiSessa (1986), the procedure to obtain any trochoid needs a pair of angles and a pair of lengths (and an initial point to start the curve). An iterative process is then defined based on these angles and lengths, which makes possible the continuous generation of every kind of trochoid.…”

“…This package also includes a function called Star, which can be utilised to represent very different star-like objects as another application of the LOGO turtle also taken from Abelson and DiSessa (1986). This function is based on the generation of the object by drawing segments iteratively as Duopoly.…”

“…In the same way, Priatna (2017) showed that students being taught with the aid of GeoGebra significantly outperformed students subject to classical education in terms of mathematical representation ability. Other researchers such as Akkaya et al (2011) proposed the learning of symmetry with GeoGebra, facilitating students to visualize, generalize and share with their classmates, producing an active and collaborative learning environment. Very recently, Masri et al (2017) tested GeoGebra with some degree of success with a group of Malaysian students, whose mathematical level was later compared to students of the same year that had followed traditional teaching techniques.…”