Integrating a Game Design Model in a Serious Video Game for Learning Fractions in Mathematics

Autor/inn/en	Cyr, Stéphane; Charland, Patrick; Riopel, Martin; Bruyère, Marie-Hélène
Titel	Integrating a Game Design Model in a Serious Video Game for Learning Fractions in Mathematics
Quelle	In: Journal of Computers in Mathematics and Science Teaching, 38 (2019) 1, S.5-29 (25 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0731-9258
Schlagwörter	Foreign Countries; Video Games; Design; Models; Fractions; Mathematics Instruction; Technology Uses in Education; Grade 3; Elementary School Students; Concept Formation; Teaching Methods; Student Interests; Instructional Effectiveness; Abstract Reasoning; Visual Learning; Teacher Role; Symbols (Mathematics); Learner Engagement; Educational Games; Canada (Montreal) + Suchen Sie Ihr Suchwort? Ausland; Video game; Videospiel; Videospiele; Analogiemodell; Bruchrechnung; Mathematics lessons; Mathematikunterricht; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; School year 03; 3. Schuljahr; Schuljahr 03; Concept learning; Begriffsbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Studieninteresse; Unterrichtserfolg; Abstraktes Denken; Denken; Visual education; Visuelles Lernen; Lehrerrolle; Educational game; Lernspiel
Abstract	Serious video games (SVGs) are increasingly used as supplementary teaching tools for mathematics education. Several studies report their positive impact on student learning. However, these impacts are variable, and the success of the tools cannot be generalized or extended to all settings or disciplines without an in-depth look at the games themselves. Indeed, the impact of the tools depends on several factors, mainly, the quality of the games in terms of educational value and play value. This article summarizes the development of an SVG for learning fractions. It presents the theoretical considerations that guided the game design. The game was also tested in a classroom setting with primary students. An experimental protocol was used to measure the effects of the game on learning. The results of the study demonstrate a positive impact of the game on student learning. Use of the game also led to a significantly greater increase in learning compared to traditional instruction without use of the game. We examine these results and discuss the usefulness and impact of a game design model on SVG effectiveness. (As Provided).
Anmerkungen	Association for the Advancement of Computing in Education. P.O. Box 719, Waynesville, NC 28786. Tel: 828-246-9558; Fax: 828-246-9557; e-mail: info@aace.org; Web site: http://www.aace.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01