Serious Games in High School Mathematics Lessons: An Embedded Case Study in Europe

Autor/inn/en	Barbieri, Giuseppina Gerarda; Barbieri, Rosa; Capone, Roberto
Titel	Serious Games in High School Mathematics Lessons: An Embedded Case Study in Europe
Quelle	In: EURASIA Journal of Mathematics, Science and Technology Education, 17 (2021) 5, (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1305-8223
Schlagwörter	Foreign Countries; Mathematics Education; Mathematics Instruction; Educational Games; Teaching Methods; Instructional Effectiveness; Learning Motivation; Mathematics Skills; Mathematical Logic; Thinking Skills; Technological Literacy; Pedagogical Content Knowledge; Mathematics Teachers; Secondary School Students; Video Games; Greece; Italy; Portugal + Suchen Sie Ihr Suchwort? Ausland; Mathematische Bildung; Mathematics lessons; Mathematikunterricht; Educational game; Lernspiel; Teaching method; Lehrmethode; Unterrichtsmethode; Unterrichtserfolg; Motivation for studies; Lernmotivation; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Mathematical logics; Mathematische Logik; Denkfähigkeit; Technisches Wissen; Pädagogische Kompetenz; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Sekundarschüler; Video game; Videospiel; Videospiele; Griechenland; Italien
Abstract	In this article, we will describe the embedded case study of the European project "E-Magic" carried out within the Erasmus+ project and which involved 12-16 years old students and teachers from three nations: "Acharnes Special Education Vocational School" in Athens (Greece), IIS "L. Da VinciNitti", a high school in Potenza (Italy), and from Gabinete de Modernizao das Tecnologias Educativas (G.M.T.E.) in Madeira Islands (Portugal). The project is finalized to enhance Mathematical Competencies by Serious Games learning. We carried out both empirical qualitative and quantitative methods to highlight Serious Games' effectiveness, as a teaching methodology, in motivating students to learn mathematics. We also hypothesize that prompting a strategic way of thinking within a didactical intervention by game-approach could improve students' proving processes and support them in mathematical thinking production. Rabardel's cognitive ergonomics and the Technological Pedagogical Content Knowledge model are the lenses for reading educational experiments' data. Data seems to show that simulation helps students find alternative and creative solutions to problems. Therefore, Serious Games' use in education promotes significant changes and mental resources activation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01