How Design Features in Digital Math Games Support Learning and Mathematics Connections

Current research shows that digital games can significantly enhance children’s learning. The purpose of this study was to examine how design features in 12 digital math games influenced children’s learning. The participants in this study were 193 children in Grades 2 through 6 (ages 8-12). During clinical interviews, children in the study completed pre-tests, interacted with digital math games, responded to questions about the digital math games, and completed post-tests. We recorded the interactions using two video perspectives that recorded children’s gameplay and responses to interviewers. We employed mixed methods to analyze the data and identify salient patterns in children’s experiences with the digital math games. The analysis revealed significant gains for 9 of the 12 digital games and most children were aware of the design features in the games. There were eight prominent categories of design features in the video data that supported learning and mathematics connections. Six categories focused on how the design features supported learning in the digital games. These categories included: accuracy feedback, unlimited/multiple attempts, information tutorials and hints, focused constraint, progressive levels, and game efficiency. Two categories were more specific to embodied cognition and action with the mathematics, and focused on how design features promoted mathematics connections. These categories included: linked representations and linked physical actions. The digital games in this study that did not include linked representations and opportunities for linked physical actions as design features did not produce significant gains. These results suggest the key role of mathematics-specific design features in the design of digital math games

Technology Solutions for Developmental Math: An Overview of Current and Emerging Practices

Reviews current practices in and strategies for incorporating innovative technology into the teaching of remedial math at the college level. Outlines challenges, emerging trends, and ways to combine technology with new concepts of instructional strategy

Integrating Technology With Student-Centered Learning

Reviews research on technology's role in personalizing learning, its integration into curriculum-based and school- or district-wide initiatives, and the potential of emerging digital technologies to expand student-centered learning. Outlines implications

The Role of Gender on the Associations Among Children’s Attitudes, Mathematics Knowledge, Digital Game Use, Perceptions of Affordances, and Achievement

This study explored associations among children’s prior attitudes, prior mathematics knowledge, and frequency of digital game use, with children’s perceptions of game affordances, and transfer to out-of-game performance when interacting with digital math games, with respect to gender. Participants were 187 children (ages 8–12). An SEM mediation path analysis using MPLUS software showed significant direct effects for all pathways for all children, and significant indirect effects on all pathways for male children and five of six pathways for female children. More favorable attitudes, prior math knowledge, and perception of the helping affordances were associated with increased posttest performance, while increased frequency of digital game use and stronger perception of the hindering affordances was associated with decreased posttest performance. The model showed stronger connections for male children between frequency of digital game use, prior mathematics knowledge, and hindering affordances to the posttest, while female children showed stronger connections between attitude and perception of helping affordances to the posttest

How Preservice Teachers Develop Awareness and Beliefs About Design Features and Academic Language Features When Choosing and Evaluating Digital Math Games for English Language Learners

This mixed methods study examined how preservice teachers developed awareness and beliefs about design features and academic language features when choosing and evaluating digital math games for English language learners. The overarching research question for this study was, “How do preservice teachers develop awareness and beliefs about design features and academic language features when choosing and evaluating digital math games for English language learners (ELLs)?” During the study, 21 elementary preservice teachers participated in online learning modules about design features and academic language features in digital math games. During the modules, preservice teachers chose and evaluated three digital math games for ELLs based on their awareness of the design features and academic language features in the games. Preservice teachers completed a pre- and post-belief survey, a pre- and post-evaluation rubric, two module reflections, and participated in semistructured interviews. I analyzed qualitative and quantitative data by identifying common themes among open-ended responses on the surveys and evaluation rubrics, module reflections, and responses to the semi-structured interviews. I then used frequency tables to count the themes that emerged and visualized the frequency counts using bar graphs. I then examined the changes in beliefs from pre- to post-surveys and scores from pre- to post- evaluation rubrics. Finally, I compared the results from these analyses to examine how the qualitative and quantitative results agreed or disagreed. Results showed a positive change in preservice teachers’ beliefs about using digital math games to enhance mathematics instruction for ELLs after they participated in the learning modules. Results also showed an increase in preservice teachers’ awareness of design features and academic language features. This indicates that using the learning modules, and the opportunity to choose and evaluate the digital math games, supported a positive impact on preservice teachers’ beliefs and awareness of design features and academic language features

The Effects of Digital Game-Based Learning on Algebraic Procedural and Conceptual Understanding and Motivation Towards Mathematics

This study examined the impact of digital game-based learning (DGBL) on procedural and conceptual understanding of algebraic expressions and equations and the motivation of students towards classroom mathematics. The mixed-methods sequential explanatory design was used in this study to collect data to determine the effectiveness of DGBL in a 7th grade STEM class. Following a pre-test and pre-motivation survey, students were assigned to either the DGBL group or the non-gaming computer applications as supplemental to mathematics instruction. In order to address both procedural targets and conceptual targets students would be using the technology interventions in addition to traditional math instruction as part of their daily math class, and a problem-based unit taught as part of their STEM class. Following the treatment, a post-test, post-motivation survey, and a conceptual assessment were administered, as well as a digital questionnaire. No significant differences were detected between their understanding of procedural or conceptual problems, nor was there a significant impact to their motivation towards mathematics based on the quantitative data gathered. Students displayed an enthusiastic response to the DGBL environment based on their transcripts from the follow-up questionnaire. The results of the study imply that there is a need for further development of DGBL systems and scaffolded supports to assist students in making connections from the digital environment to classroom mathematics. It further indicates that enjoyment of the DGBL environment does not necessarily transfer to motivation to learn the subject matter in the non-digital environment

Introduction to location-based mobile learning

[About the book] The report follows on from a 2-day workshop funded by the STELLAR Network of Excellence as part of their 2009 Alpine Rendez-Vous workshop series and is edited by Elizabeth Brown with a foreword from Mike Sharples. Contributors have provided examples of innovative and exciting research projects and practical applications for mobile learning in a location-sensitive setting, including the sharing of good practice and the key findings that have resulted from this work. There is also a debate about whether location-based and contextual learning results in shallower learning strategies and a section detailing the future challenges for location-based learning