The effects of an educational video game on mathematical engagement

Chang, Mido; Evans, Michael A.; Kim, Sunha; Norton, Anderson; Deater‐Deckard, Kirby; Samur, Yavuz

doi:10.1007/s10639-015-9382-8

Cited by 29 publications

(25 citation statements)

References 20 publications

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“…Ku, Chen, Wu, Lao, and Chan (2014) found significant differences in confidence and mathematical ability gains between game-playing fourth-grade students and those undertaking traditional instruction, and found these differences to be most pronounced among students with the lowest starting ability levels. Another study from Chang et al (2016) documented an increase in learning engagement of fifth grade students in mathematics classrooms across five schools in eastern United States (U.S.), compared to classrooms that implemented paper and pencil learning. At the college level, Almeida (2012) discovered that undergraduate students at an eastern U.S. university acquired factual knowledge concerning information processing using computer-based games.…”

Section: Introductionmentioning

confidence: 99%

Comparison Between Two Types of Educational Computer Games

Dedeaux

Hartsell

2018

Simulation & Gaming

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Background. Educational computer games can enhance learner engagement and content knowledge gain. Video games based on Malone’s theory of game design that involve challenge, fantasy, and curiosity can help improve learning. Aim. The purpose of the study is to compare differences between two drill-and-skill games to learn French phrases. Variables examined were student engagement, content knowledge gain, and demographical implications (e.g., gender, minority status, and socio-economic status). One of the games in the study meets Malone’s theory of game design. Method. This quasi-experimental study divides participants into two groups, each playing a different type of drill-and-skill game. Instruments to collect data include a pre- and post-test on French phrases and a digital game engagement questionnaire. Participants receive a short instructional session, game play time, and instruments to complete. Results. No significant results have been found in content knowledge gain and engagement between participants in the pre- and post-tests. A slight difference in relation to minority status has been discovered. Feedback from the participants show a positive response toward the games, except that some distraction and technicality have interfered with their learning. Conclusion. Although results are inconclusive, drill-and-skill computer games can be a tool to enhance learning and provide student engagement.

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Section: Introductionmentioning

confidence: 99%

Comparison Between Two Types of Educational Computer Games

Dedeaux

Hartsell

2018

Simulation & Gaming

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“…In addition, 8 studies used questionnaires, and 2 studies used game log data. [6], [13], [27], [28], [15], [14], [16], [7] Science Direct [18] ERIC [23], [33], [29] ACM [19], [26], [31], [34], [20], [21], [8] Springer Link Questionaire [10]-[12] IEEE 8 [28] Science Direct [17] ERIC [25], [31] ACM [21] Springer Link Log [23], [32] ACM 2…”

Section: Rq3 What Evaluation Methods Is Used To Measure the Results Omentioning

confidence: 99%

“…The following is a discussion of the answers to the research questions. ERIC [23], [25] ACM understanding [4], [9], [10], [5], [12], [22] IEEE 12 [6] ScienceDirect [19], [26], [8], [20], [21] SpringerLink skill improvement [13], [27], [28], [14], [15], [16], [7], ScienceDirect 11 [18], ERIC [23], [29], [24], ACM Enjoyment [25], ACM 2 [20] SpringerLink Attraction [11] IEEE 1 knowledge acquisition [13] ScienceDirect 3 [17] ERIC [30] ACM…”

Section: Articles That Answer the Research Questionsmentioning

confidence: 99%

An Overview Of Learning Support Factors On Mathematic Games

Fairuzabadi

Supianto

2019

KINETIK

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In this study, we examined the factors in game design that were used by developers to support the interests of mathematics learning. The aim is to overcome the lack of empirical evidence about the impact of factors in the game on learning outcomes, identify how the design of in-game activities affects learning, and develop an overview of general recommendations for designing mathematics education games. This study tries to illustrate the impact of game design factors in mathematics education games on the objectives and results of game-based learning.

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“…Although the engagement and motivational power of video games are well documented, such as by Jabbar and Felicia () and Chang et al (), research into elements of computer games that lead to educational benefits is not as extensive. In the domain of fractions, Riconscente () found numerous apps and games that attempt to cover fractions; however, they found no published results regarding actual educational benefits.…”

Section: Existing Workmentioning

confidence: 99%

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

Mašek

Boston

Lam

et al. 2017

Computer Assisted Learning

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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

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The effects of an educational video game on mathematical engagement

Cited by 29 publications

References 20 publications

Comparison Between Two Types of Educational Computer Games

Comparison Between Two Types of Educational Computer Games

An Overview Of Learning Support Factors On Mathematic Games

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

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