A Pilot Study to Assess the Impacts of Game-Based Construction Learning, Using Scratch, on Students' Multi-Step Equation-Solving Performance

Autor/inn/en	Chiang, Feng-kuang; Qin, Lian
Titel	A Pilot Study to Assess the Impacts of Game-Based Construction Learning, Using Scratch, on Students' Multi-Step Equation-Solving Performance
Quelle	In: Interactive Learning Environments, 26 (2018) 6, S.803-814 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Chiang, Feng-kuang)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1049-4820
DOI	10.1080/10494820.2017.1412990
Schlagwörter	Pilot Projects; Foreign Countries; Grade 7; Educational Games; Computer Assisted Instruction; Mathematics Instruction; Equations (Mathematics); Student Attitudes; Pretests Posttests; Quasiexperimental Design; Programming Languages; Student Surveys; Interviews; China (Beijing) + Suchen Sie Ihr Suchwort? Pilot project; Modellversuch; Pilotprojekt; Ausland; School year 07; 7. Schuljahr; Schuljahr 07; Educational game; Lernspiel; Computer based training; Computerunterstützter Unterricht; Mathematics lessons; Mathematikunterricht; Equations; Mathematics; Gleichungslehre; Schülerverhalten; Schülerbefragung; Interviewing; Interviewtechnik
Abstract	This study examined the effects of students' construction of computer-based educational games, using Scratch, on their mathematical equation-solving performance and their attitudes towards learning mathematics with the assistance of technology. A one-group, pretest-posttest quasi-experimental study design, was adopted. A total of 89 seventh grade students from three classes at a public school in Beijing, China, offering 9 years of compulsory education, participated in Scratch-based mathematical game-making activities. Data were collected via an equations-solving test, surveys, interviews and member checking, and pairwise t-tests were performed for data analysis. The results indicated significant improvements in students' equation-solving performance and in their attitudes towards learning mathematics with the assistance of technology. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01