Effects of Collaborative Digital Gameplay on Students' Three Dimensions of Engagement in Mathematics

Autor/inn/en	Sun, Liping; Ruokamo, Heli; Kangas, Marjaana; Siklander, Pirkko
Titel	Effects of Collaborative Digital Gameplay on Students' Three Dimensions of Engagement in Mathematics
Quelle	In: International Journal of Game-Based Learning, 12 (2022) 1, Artikel 12 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2155-6849
DOI	10.4018/IJGBL.294012
Schlagwörter	Cooperative Learning; Computer Games; Play; Mathematics Instruction; Learner Engagement; Peer Relationship; Academic Achievement; Mathematics Skills; Mathematical Concepts; Elementary School Students; Student Attitudes; Grade 2; Foreign Countries; Elementary School Mathematics; Handheld Devices; China + Suchen Sie Ihr Suchwort? Kooperatives Lernen; Computer game; Computerspiel; Computerspiele; Spiel; Mathematics lessons; Mathematikunterricht; Peer-Beziehungen; Schulleistung; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Schülerverhalten; School year 02; 2. Schuljahr; Schuljahr 02; Ausland; Elementare Mathematik; Schulmathematik
Abstract	This study attempts to provide an in-depth understanding of the influence of collaborative digital gameplay on students' behavioural, emotional and cognitive engagement in mathematics. This mixed-method study used pre- (N = 45) and post-test (N = 43) engagement surveys and photo-elicitation interviews (N = 6) to investigate how a six-day experiment involving collaborative digital gameplay on Wuzzit Trouble affects students' engagement in mathematics. The quantitative results showed collaborative digital gameplay did not elicit a significant increase in students' engagement in mathematics from pre-test to post-test. Moreover, the qualitative results of analyzing the measurement of three-dimensional engagement showed four factors -- learning achievement, teacher support, peer collaboration and task characteristics -- were associated with students' engagement in a collaborative digital gameplay classroom. The findings suggest the classroom context plays an important role in three-dimensional engagement, which efficiently improve students' conceptual understanding and arithmetic skills. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01