The Characterization and Evolution of Strategies About Vector Equations in the Game Vector Unknown

Mauntel, Matthew; Levine, B. D.; Plaxco, David; Zandieh, Michelle

doi:10.1007/s40751-021-00093-9

Cited by 8 publications

(3 citation statements)

References 22 publications

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“…However, in recent years, there have been more reports of using playful activities to enhance the learning of linear algebra at the university level, particularly in engineering education. In 2019, Mauntel et al (2019) presented the results of a study based on a game called "vector unknown" whose purpose was to support students in learning using both algebraic and geometric approaches. Abdul Rahim et al (2020) discuss the effectiveness of gamification with storytelling to enhance the learning of linear algebra.…”

Section: Research On Use Of Games For Teaching and Learning Of Mathem...mentioning

confidence: 99%

A linear algebra quiz game as a supplementary learning tool in tertiary-level

González Peralta,

Aguilar

2024

PEDAGOGICAL RES

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This article presents a study investigating the use of games in undergraduate mathematics instruction, with a specific focus on students’ perspectives regarding post-instructional quiz games. The study explores students’ opinions on the implementation of a linear algebra quiz game as a supplementary learning tool. A survey was administered to 78 students to examine their perceptions of the game’s usefulness in preparing for their linear algebra examinations. Students reported high levels of attention and interest while engaging with the game and described it as fun, dynamic, exciting, and beneficial for reviewing linear algebra concepts. The findings suggest that quiz games can be a valuable addition to undergraduate mathematics education, fostering student engagement and providing an enjoyable and effective means for reinforcing course material.

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Section: Research On Use Of Games For Teaching and Learning Of Mathem...mentioning

confidence: 99%

A linear algebra quiz game as a supplementary learning tool in tertiary-level

González Peralta,

Aguilar

2024

PEDAGOGICAL RES

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“…The games developed have been a source for multiple research studies over the course of their development. A doctoral thesis that studied the bunny game in an IOLA based classroom setting found that the students went from "no idea what I just did" to "mindlessly clicking" to a growing understanding of vector algebra, over repeated attempts [19], supporting the burst game design paradigm. They understood the meaning of linear dependence of vectors when they picked up two dependent vectors and realized that the predicted path follows the same line irrespective of the scalar coefficients chosen by them.…”

Section: Scaffolding From 2d To 3dmentioning

confidence: 99%

“…Player strategies evolved during the course of gameplay and helped them in mathematical realization. The strategies followed were classified in several different categories: numeric, geometric, button-pushing, quadrantal, focus on one coordinate, and focus on one vector [20]. Numeric strategy involved focusing on the vectors while geometric strategy focused more on the predicted path.…”

Section: Scaffolding From 2d To 3dmentioning

confidence: 99%

Combining Game-Based and Inquiry-Oriented Learning for Teaching Linear Algebra

Amresh,

Verma,

Zandieh

2023 ASEE Annual Conference &Amp; Exposition Proceedings

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Linear algebra instruction is an essential competency that is necessary for success in multiple engineering disciplines. Research in realistic mathematics education and the development of an empirically tested curriculum in inquiry oriented practices for teaching linear algebra helps improve the ability of instructors to teach the content via multiple lenses and modes. While there have been good instructional materials and strategies developed to apply inquiry oriented instruction for linear algebra, students struggle to apply and connect the different modes. Game based learning provides a platform to creatively include multiple modes and strategies via a fun and engaging manner. In this paper, we present the addition of game-based learning elements into an existing curriculum that teaches undergraduate linear algebra via an inquiry-oriented pedagogy. The aim of this paper is to discuss the game design strategies used in connecting game based learning to inquiry oriented methods.

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