Towards the gamification of inquiry-based flipped teaching of mathematics a conceptual analysis and framework

Lameras, Petros; Moumoutzis, Nektarios

doi:10.1109/imctl.2015.7359616

Cited by 27 publications

(18 citation statements)

References 3 publications

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“…On the other hand, the more skeptical adopters proclaim that such technologies have the potential to bring better learning outcomes only if the interventions are designed and developed under the guidelines of established learning theories and models (Mayes & de Freitas, 2007). This claim is aligned with the conclusions drawn by other researchers who suggest that, despite the increase of the digital educational tools, there is no significant impact on learners’ experience or advancement (Geiger et al., 2010; Lameras & Moumoutzis, 2015).…”

Section: Background and Related Worksupporting

confidence: 89%

Limits and Virtues of Educational Technology in Elementary School Mathematics

Christopoulos

Kajasilta

Salakoski

et al. 2020

Journal of Educational Technology Systems

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The vast development and expansion of educational technology has led to the deconstruction of various barriers and challenges that the traditional approaches were incapable of overcoming. However, a field that still holds a great deal of interest and needs to be strengthened concerns the practices that surround mathematics education. Digital learning tools can provide a partial solution to this problem. In this study, we introduce a curriculum-driven digital practicing tool which accommodates diverse learning styles and educational needs. The representative sample of the pilot included 135 third-grade primary school students, randomly split in two groups, who participated in the 8-week experiment. The findings suggest that the digital practicing path can facilitate the development of subject mastery and increase the accuracy of arithmetic fact calculations. In addition, the use of learning analytics tools can facilitate the knowledge acquisition process and prevent learners from developing misconceptions toward the learning subject.

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Section: Background and Related Worksupporting

confidence: 89%

Limits and Virtues of Educational Technology in Elementary School Mathematics

Christopoulos

Kajasilta

Salakoski

et al. 2020

Journal of Educational Technology Systems

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“…However, issues around teachers' beliefs can be very deep-rooted and difficult to change (Donnelly et al, 2011;Ertmer & Ottenbreit-Leftwich, 2010). In the traditional conception of a classroom, the teacher commands a dominant position, is regarded as "knower", and their role is one of transmission of information (Authors, 2013a;Lameras & Moumoutzis, 2015). Often the pedagogic approaches that are complemented by technology do not fit comfortably with this teaching culture (Ertmer & Ottenbreit-Leftwich, 2010;Fullan & Langworthy, 2014;Voogt & Pelgrum, 2005).…”

Section: A C C E P T E D Accepted Manuscriptmentioning

confidence: 99%

“…It has been suggested that digital tools, combined with appropriate pedagogy, may have the potential to address some of the issues commonly associated with mathematics education, having the capacity to facilitate realistic, problem-solving and collaborative approaches to teaching and learning, thus providing coherency and context for the mathematics (Hoyles, 2016;ter Vrugte et al, 2015). However, many authors propose that although use of technology in the mathematics classroom is increasing, the outcomes of its utilisation do not live up to their perceived potential to enhance the learning experience (Geiger, Faragher, & Goos, 2010;Lameras & Moumoutzis, 2015;Oates, 2011;Reed, Drijvers, & Kirschner, 2010;Selwyn, 2011;Wright, 2010). In order to investigate why this may be the case, this research offers a synthesis of the general characteristics of recent, empirical research studies relating to technology usage in mathematics education.…”

Section: Introduction Introduction Introduction Introductionmentioning

confidence: 99%

Technology usage in mathematics education research – A systematic review of recent trends

Bray

Tangney

2017

Computers & Education

185

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There is a significant body of research relating to technology-enhanced mathematics education and the perceived potential of digital tools to enhance the learning experience. The aim of this research is to take a structured look at the types of empirical interventions ongoing in the field, and to attempt to classify and analyse the ways in which digital tools are being employed in such research. A systematic analysis of 139 recent, published studies of technology interventions in mathematics education, selected from in excess of 2000 potential studies, has been undertaken. A system of classification, developed as a part of this research, is used to categorise the digital tools, the pedagogical foundations and goals of the activities, and the levels of technology integration in the studies. Analysis of the results of this classification highlights a disparity between what is being researched in published empirical studies, and approaches that have been recognised as optimising the potential of technology to enhance mathematics education. Potential reasons for current trends are proposed and explored.

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“…Along similar lines, others research by the authors in [24], [1] and [25] provide an overview of the design process, but with no decision supporting guidance. It has been suggested by [26] that Unified Modeling Language (UML) can be used as a modeling tool in the gamification design process.…”

Section: Existing Design Toolsmentioning

confidence: 99%

An Investigation of the Role of the Teacher in Gamified Learning in Primary Schools

Saggah¹,

Campion²,

Stanier³

2018

EDULEARN Proceedings

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Gamification is becoming part of daily life with growing use in the learning context. The research literature shows that gamified learning can have a positive impact on student motivation, and hence there is a need to reflect upon the pedagogic requirements of gamified learning. Furthermore, existing literature acknowledges the value of teachers' input in game design processes; however, evidence also seems to suggest that the teacher's role in gamification design remains undefined and underexplored. For this reason, an investigation was designed to examine primary school teachers' engagement in gamified learning design and categorize the gamification aspects in a learning context from the teacher's perspective. A survey involving sixty-four Saudi Arabian primary school teachers identified gamification aspects which were perceived as teacher-driven tasks in the gamified learning design process. Building on the results of the survey, six in-depth interviews explored how teachers interacted with the gamified learning design process.The results of the investigation showed that teachers, in general, have a high level grasp of gamification concepts in theory. Teachers positively identified gamification aspects such as the story of the game, rules, timing, and related elements as teacher-driven tasks. However, teachers demonstrated a lack of confidence in applying gamification aspects when asked to complete high level gamification design tasks. For instance, some teachers found the use of gamification input methods and elements such as adding a timing rule for bonus levels as challenging, although they had previously identified these as teacher-driven tasks. In addition, there was a misapplication of concepts, illustrated using in-class rules as gamification rules, i.e., game-specific rules.The research indicated a requirement for a pedagogic gamification framework to support a collaborative strategy between teachers and game developers. A collaborative approach will facilitate teacher involvement in the gamified learning design process, will support better design of the gamification process flow and will enable a better fit to pedagogic requirements. This paper proposes as future work, the development of a pedagogic gamification framework to bridge the gulf between teachers' theoretical knowledge of gamification in education and the practical application of gamification in a school context.

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Towards the gamification of inquiry-based flipped teaching of mathematics a conceptual analysis and framework

Cited by 27 publications

References 3 publications

Limits and Virtues of Educational Technology in Elementary School Mathematics

Limits and Virtues of Educational Technology in Elementary School Mathematics

Technology usage in mathematics education research – A systematic review of recent trends

An Investigation of the Role of the Teacher in Gamified Learning in Primary Schools

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