Learning middle school mathematics through student designed and constructed video games

Mathematics achievement is an area in which American precollege students are faltering. Emerging research suggests that making mathematics instruction relevant and applicable in the lives of youth may impact math achievement, especially when it capitalizes on high-interest technologies such as video games. Employing a quasi-experimental and descriptive approach, this study examined the mathematics (i.e., numbers and operations, algebra, geometry, measurement, and probability) that middle school students employed during their design and construction of video games. First, it examined the mathematics content learned by 19 sixth and seventh graders during their analysis, synthesis, and programming of three video game projects over 7 months. Second, it measured the ability of the student programmers to laterally transfer mathematics content from the technology context of game production to the traditional context of paper-and-pencil tests. Third, it evaluated student attitudes toward mathematics prior to and following video game design and construction. The performance of student programmers was compared with that of a control group of nonprogrammers on measures of transfer and affect. Results indicated that middle grade students successfully identified the events defining game play (e.g., motion, collisions, and scoring) of three, simple video game models. They successfully represented video game events in both mathematical and programming forms by writing and coding (a) boundary conditions using inequalities, (b) coordinate locations and identification of coordinate convergence, (c) directional headings, (d) uniform linear motion, (e) variable changes, and (f) probability-based consequences. They were also successful in writing programming code for their own functional video games, with a high percentage of relevant mathematics content incorporated therein. However, while treatment students transferred mathematical knowledge from the technology to the traditional context, it appeared that, without explicit bridging, the transfer was no better than comparison students. Treatment students also demonstrated no significant changes in attitude associated with designing and constructing video games. This study demonstrated that video game design and construction can be a viable - although not significantly different - method, cognitively and affectively, of instructing age-appropriate, standards-based mathematics content

Instructional Message Design: Theory, Research, and Practice (Volume 2)

Message design is all around us, from the presentations we see in meetings and classes, to the instructions that come with our latest tech gadgets, to multi-million-dollar training simulations. In short, instructional message design is the real-world application of instructional and learning theories to design the tools and technologies used to communicate and effectively convey information. This field of study pulls from many applied sciences including cognitive psychology, industrial design, graphic design, instructional design, information technology, and human performance technology to name just a few. In this book we visit several foundational theories that guide our research, look at different real-world applications, and begin to discuss directions for future best practice. For instance, cognitive load and multimedia learning theories provide best practice, virtual reality and simulations are only a few of the multitude of applications. Special needs learners and designing for online, e-learning, and web conferencing are only some of many applied areas where effective message design can improve outcomes. Studying effective instructional message design tools and techniques has and will continue to be a critical aspect of the overall instructional design process. Hopefully, this book will serve as an introduction to these topics and inspire your curiosity to explore further!https://digitalcommons.odu.edu/distancelearning_books/1003/thumbnail.jp

EFFECTIVENESS OF SUPPLEMENTARY LEARNING MATERIALS UTILIZING DIGITAL PLAY-BASED LEARNING PACKAGE

This study explores the potential of digital play-based learning packages to enhance the reading and counting skills of young learners in kindergarten. The subjects of this study were the 30 kindergarten learners of Shuttle Elementary School, South Fatima District, Barangay San Jose, General Santos City enrolled during school year 2021-2022. This study used the pre-experimental design, specifically, the single group pre-test and post-test design. Frequency counts, mean and t-test were utilized to interpret and analyze the gathered data. Based on the findings, it was found out that Digital Play-Based supplementary learning packages were effective and had improved the reading and counting skills of kindergarten learners. Nevertheless, the use of Digital Play-Based Supplementary Learning Packages may be implemented in teaching reading and counting among young learners in the academe. Ultimately, this study provides valuable insights for educators who seek to promote creativity and engagement in their classrooms, and underscores the importance of leveraging technology in support of learning outcomes.  Article visualizations