The Development of Situational Interest during a Digital Mathematics Game

Autor/inn/en	Rodríguez-Aflecht, G.; Jaakkola, T.; Pongsakdi, N.; Hannula-Sormunen, M.; Brezovszky, B.; Lehtinen, E.
Titel	The Development of Situational Interest during a Digital Mathematics Game
Quelle	In: Journal of Computer Assisted Learning, 34 (2018) 3, S.259-268 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hannula-Sormunen, M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0266-4909
DOI	10.1111/jcal.12239
Schlagwörter	Computer Games; Mathematics Instruction; Intervention; Teaching Methods; Computer Assisted Instruction; Grade 5; Elementary School Students; Correlation; Prediction; Pretests Posttests; Outcomes of Education; Student Interests + Suchen Sie Ihr Suchwort? Computer game; Computerspiel; Computerspiele; Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Computer based training; Computerunterstützter Unterricht; School year 05; 5. Schuljahr; Schuljahr 05; Korrelation; Vorhersage; Lernleistung; Schulerfolg; Studieninteresse
Abstract	The present study focused on 212 fifth graders' situational interest trajectories during an intervention with a digital mathematics game called Number Navigation. Our aims were to explore the development of situational interest whilst playing the game and to investigate the relationship between situational interest and individual math interest. Growth mixture model analyses showed that in the whole sample situational interest was stable within sessions but decreased across sessions. Three different situational interest trajectories were found. Situational interest trajectories were predicted by pre-test individual interest. In turn, situational interest had an effect on post-test individual interest. Students whose situational interest trajectories were stable (either high or low) presented no changes in individual interest, yet the individual interest of students whose situational interest was triggered but not maintained markedly decreased from pre-test to post-test. Results suggest that it is important to use game-based learning not because games are believed to be "motivating"; rather, games with proven learning outcomes should be carefully selected. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01