Towards an RPG Game to Teach Calculus

Cezar, Vinicius Lunkes; Garcia, Patrick; Botelho, Viviane Rodrigues; Miletto, Evandro Manara

doi:10.1109/icalt.2019.00037

Cited by 6 publications

(4 citation statements)

References 3 publications

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“…As respostas desse questionamento estão alinhadas com as pesquisas realizadas por (CEZAR et al, 2019;MELLADO et al, 2018;WU et al, 2016), que apontam que há um grande potencial pedagógico do jogo RPG na educação. A seguir, foi solicitado que os participantes comentassem sua resposta.…”

Section: Resultados: Reflexões E Discussõesunclassified

“…O RPG no formato digital citado em pesquisas nacionais encontra-se nos estudos de Cezar et al (2019), Rosetti Junior et al 2015, os quais descrevem que tais jogos auxiliam a construção de aprendizagens por meio da ludicidade, fator que fomenta o engajamento dos alunos quanto aos conteúdos desenvolvidos. Ademais, os autores mencionados utilizam o RPG para auxiliar na área da matemática, em disciplinas de cálculo de cursos de graduação, bem como nos conceitos da moeda para alunos de Ensino Fundamental.…”

Section: Rpg: Histórico E Pesquisasunclassified

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The Legend of Creative Learning: proposição de um jogo de RPG para incentivar a aprendizagem criativa

Rodrigues¹,

Rodrigues²,

Bertagnolli³

et al. 2020

#Tear

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Resumo: Este artigo tem como objetivo apresentar um modelo de jogo de RPG educacional chamado The Legend of Creative Learning, que foi utilizado como estratégia pedagógica para fomentar a aprendizagem criativa na sala de aula. Para tal, são apresentadas as bases teóricas do trabalho referentes às temáticas do presente estudo. O delineamento metodológico é de caráter qualitativo apoiado nos procedimentos de pesquisa bibliográfica e pesquisa-ação para compreensão dos fatos vivenciados. A partir dos estudos teóricos realizados, foi desenvolvido um modelo de jogo de RPG, o qual encontra-se disponível para a utilização em sala de aula. A coleta de dados foi realizada através das produções textuais construídas durante a prática pedagógica com os estudantes, bem como pelo questionário avaliativo respondido por eles. Os resultados desta investigação apontam que a forma de abordar os conteúdos programáticos através do jogo podem aumentar as chances de engajar os alunos, pois utilizam o lúdico para favorecer a aprendizagem e desenvolver a criatividade. Palavras-chave: Formação de professores. Role Playing Game (RPG). Tecnologias Digitais (TDs).

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Section: Resultados: Reflexões E Discussõesunclassified

Section: Rpg: Histórico E Pesquisasunclassified

The Legend of Creative Learning: proposição de um jogo de RPG para incentivar a aprendizagem criativa

Rodrigues¹,

Rodrigues²,

Bertagnolli³

et al. 2020

#Tear

View full text Add to dashboard Cite

show abstract

“…Apart from engaging students, inciting motivation is also important to ensure that students continue to enquire and participate in the learning process. Cezar et al [51] proposed a Role-Playing Game (RPG) in which participants are required to solve calculus problems to advance through the game. About 83.3 percent of the participants felt motivated to finish the game.…”

Section: A Game-based Learning In Educationmentioning

confidence: 99%

Gender Diversity in Computing and Immersive Games for Computer Programming Education: A Review

Wee¹,

Yap²

2021

IJACSA

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This paper provides a review of the current state of the gender gap in computer science and highlights how immersive games can mitigate this issue. Game-based learning (GBL) applications have been shown to successfully incite motivation in students and increase learning efficiency in both formal and non-formal educational settings. With the rise of GBL, researchers have also used virtual reality to provide pupils with a more immersive learning experience. Both GBL and virtual reality techniques are also used for computer programming education. However, there is a paucity of applications that utilize these techniques to incite interest in computer science from a female perspective. This is a cause for concern as immersive games have been proven to be capable of inciting affective motivation and fostering positive attitudes towards specific subjects. Hence, this review summarises the benefits and limitations of GBL and virtual reality; how males and females respond to certain game elements; and suggestions to aid in the development of immersive games to increase female participation in the field of computer science.

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“…Such engaging and enjoyable experiences eventually enable the students to develop soft skills needed for realworld living: teamwork, problem-solving, communication, leadership, observational, and mathematical skills (Humphrey, 2017, p.53). Nonetheless, games, mostly digital, developed for calculus are very limited and mainly focus on tackling basic skills or techniques in the derivatives and integration (Cezar, Garcia, Botelho & Miletto, 2019;Hamid, Saari, Razak & Omar, 2019;Forman & Forman, 2008). Studies on game-based learning for topic related to the applications of derivatives like analysis of functions that incorporate embodied learning, offering visualization and hands-on experience with optimum technology application could hardly be found.…”

Section: Game-based Learning In Educationmentioning

confidence: 99%

Bridging the Gap Between the Derivatives And Graph Sketching in Calculus

Bakri

Liew

Chen

et al. 2021

AJUE

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Sketching the graph of mathematical functions using derivatives is a challenging task for undergraduate students who enrol for the first level of calculus course. Before graph plotting, students are required to perform a thorough function analysis using the concepts learned in differentiation. They are then expected to solicit the results obtained to sketch the graph. Nevertheless, the students face great difficulties in achieving this goal; and fail to relate the results obtained in the analysis and their representation in a graph. Their performance is thus negatively affected eventually. To overcome this cognitive gap, an innovative board game named Graph Puzzle (GP) is developed. It is intended to function as a manipulator to facilitate students in comprehending the inter-related algebraic, symbolic, and graphic representation of a function under the applications of derivatives, forming the corresponding procedural and conceptual knowledge. To measure the effectiveness of this board game, 84 undergraduate students who took this calculus course were given pre- and post-test before and after the learning session. An ANCOVA test conducted reveals a significant difference (F (1, 81) = 12.182, p = 0.001) between pre and post-test score in solving polynomial functions, whereas students’ performance in solving rational functions indicates no meaningful difference (F (1, 81) = 0.04, p = 0.841) of post-scores between control and treatment groups. From this standpoint, it is shown that GP has the potential to serve as a solution to the difficulties faced on graph sketching in calculus, particularly when dealing with polynomial functions. Keywords: Visualization, Calculus, Embodied learning, Game-Based Learning, Graph Sketching

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Towards an RPG Game to Teach Calculus

Cited by 6 publications

References 3 publications

The Legend of Creative Learning: proposição de um jogo de RPG para incentivar a aprendizagem criativa

The Legend of Creative Learning: proposição de um jogo de RPG para incentivar a aprendizagem criativa

Gender Diversity in Computing and Immersive Games for Computer Programming Education: A Review

Bridging the Gap Between the Derivatives And Graph Sketching in Calculus

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