The Impact of Game-Based Learning on the Achievement of Learning Goals and Motivation for Learning Mathematics - Literature Review

Information technologies are an integral part of a contemporary society which bases its progress on knowledge being one goal of education. Beside acquiring knowledge, skills and routines, the goal of education is to create a complete individual who can rationally and timely make decisions, purposefully react in new situations and be trained for life-long learning. In order to accomplish all this, it is necessary to make educational process more creative, contemporary and adjusted to new generations of computer literate pupils who demand quicker and more frequent interactions, a lot of information at the same time, generations who quickly acquire rules of computer games. Computer games meeting pedagogical criteria should become an integral part of learning. Teaching with mathematical computer games, which fulfil pedagogical criteria, influences pupils’ motivation, learning, retention and forgetting. This paper provides a review of literature in this field and determines whether the use of mathematical computer games contributes to more efficient realisation of educational goals at all level of education. Furthermore, considering prior research we have attempted to establish whether the use of mathematical games for teaching has an impact on the formation of a positive attitude of pupils of different ages toward the subject of mathematics, their motivation and knowledge acquisition when compared to learning without computer games. Finally, we have analysed different research methods concerning this issue and assessed the impact of pedagogically designed mathematical computer games on the realisation of educational goals and quality improvement of teaching and learning

The Effects of a Platform Digital Game-Based Learning Environment on Undergraduate Students Achievement and Motivation in a Multivariable Calculus Course

This study examined the effects of a researcher-designed digital game-based learning (DGBL) environment called Adventures of Krystal Kingdom on undergraduate students’ mathematics achievement and motivation in a Multivariable Calculus course. Multivariable Calculus is a specific area of computational and applied mathematics that focuses on the differentiation and integration of functions of several variables in fields like physics and engineering. The study employed a single exploratory embedded case study design with quantitative and qualitative techniques. A case study is the appropriate methodology for this study, which is a bounded system that facilitates a deeply contextualized understanding of a case through giving descriptions, analyses, and interpretations (Yin, 2014). The quantitative sample comprised 29 undergraduate students, and the qualitative sample included 6 students selected through stratified sampling based on the level of achievement. Quantitative data was collected using two surveys: demographic and motivation surveys, and two tests: academic achievement test and a game performance test. Analysis of quantitative data used a paired sample t-test. Qualitative data were collected from interviews, observations, and artifacts. Analysis of qualitative data used coding procedures suggested by Creswell (2014) where patterns were identified and grouped to allow the emergence of themes. The results of the study indicated no statistical significance in achievement (p=0.88 \u3e0.05), however, there was overall improvement found in achievement scores of the students who played the game. Three themes emerged from the study: 1) Undergraduate students saw the use of the Adventures of Krystal Kingdom as learning tool to enhance their understanding of concepts in Multivariable Calculus.; 2) Undergraduate students saw the use of the Adventures of Krystal Kingdom as a way to engage themselves in mathematical fun in a digital environment; and 3) Undergraduate students saw input semiotics, automated reflexes, Task Relevant Support and other core mechanics as components that affect students’ gameplay. Results of the interviews, observations, and artifacts revealed that students benefited from using DGBL as an alternative approach to learning mathematics and to use such advanced techniques in biology, engineering, and computational neuroscience. The overall results indicate that DGBL used in the study was an appropriate teaching and learning tool to improve students\u27 mathematics skills

The Relationship Between Using Study Island Supplemental Math Software and Third, Fourth, and Fifth Grade Students\u27 Mathematics Achievement

The ex post facto study investigated the relationship between the use of Study Island supplemental math software and students’ math achievement in a Title I public elementary school in Georgia during the 2011-2012, 2012-2013, and the 2013-2014 school years. Data from the school was collected regarding the use of a supplemental math software program called Study Island during the 2012-2013 and the 2013-2014 school years. Data on students’ math achievement test scores was collected from school level reports for the 2011-2012, 2012-2013, and the 2013-2014 school years. Data was analyzed using a two-tailed t test to investigate the possible relationship between the use of the supplemental math software and students’ math achievement. Study results can be used to inform current school curriculum leaders, administrators, and teachers as they invest in technology tools and integrate technology into the math classroom. Results could also help schools of educational leadership working with finance, curriculum and instructional leaders, schools of educational technology, and teacher preparation academies as they train educators to effectively integrate technology into the classroom

Educational Video Game Effects Upon Mathematics Achievement and Motivation Scores: An Experimental Study Examining Differences Between the Sexes

An experimental research study using a mixed-method analysis to was conducted to examine educational video game effects on mathematics achievement and motivation between sexes. This study examined sex difference in a 7th grade mathematics (Mathematics 2/Mathematics 2 Advanced) classroom (n=60) learning algebra. Attributes and barriers relating to educational video game play, preference, and setting characteristics were explored. To examine achievement and motivation outcomes, a repeated-measure (SPSS v14) test was used. The analysis included ethnographic results from both student and teacher interview and observation sessions for data triangulation. Results revealed a statistically significant academic mathematics achievement score increase (F =21.8, df =1, 54, p.05), both sexes posted similar data outcomes with regard to mathematics class motivation after using an educational video game as treatment during an eighteen-week term in conjunction with receiving in-class instruction. Additionally, there was an increase in male variability in standard deviation score (SDmotivationpre=8.76, SDmotivation post=11.70) for mathematics class motivation. Lastly, self-reported differences between the sexes for this limited sample, with regard to game design likes and dislikes and observed female game play tendencies, were also investigated. The data presented customization as a unified, but most requested, game design need between the sexes. Between sex differences were found only to be superficial other than a female delay in game acceptance with regard to time and game play comfort

Educational Video Game Effects Upon Mathematics Achievement And Motivation Scores: An Experimental Study Examining Differences B

An experimental research study using a mixed-method analysis to was conducted to examine educational video game effects on mathematics achievement and motivation between sexes. This study examined sex difference in a 7th grade mathematics (Mathematics 2/Mathematics 2 Advanced) classroom (n=60) learning algebra. Attributes and barriers relating to educational video game play, preference, and setting characteristics were explored. To examine achievement and motivation outcomes, a repeated-measure (SPSS v14) test was used. The analysis included ethnographic results from both student and teacher interview and observation sessions for data triangulation. Results revealed a statistically significant academic mathematics achievement score increase (F =21.8, df =1, 54, \u3c .05). Although, mathematics class motivation scores did not present significance (F =.79, df =1, 47, p \u3e .05), both sexes posted similar data outcomes with regard to mathematics class motivation after using an educational video game as treatment during an eighteen-week term in conjunction with receiving in-class instruction. Additionally, there was an increase in male variability in standard deviation score (SDmotivationpre=8.76, SDmotivation post=11.70) for mathematics class motivation. Lastly, self-reported differences between the sexes for this limited sample, with regard to game design likes and dislikes and observed female game play tendencies, were also investigated. The data presented customization as a unified, but most requested, game design need between the sexes. Between sex differences were found only to be superficial other than a female delay in game acceptance with regard to time and game play comfort

El estudiante exitoso (gestión eficaz y eficiente de los procesos de estudiar/aprender)

Resumen: El objetivo principal y el foco nuclear del presente texto se centran en el aprendizaje de los factores generales y las técnicas específicas que permiten a un estudiante normal, común y «silvestre», obtener logros efectivos, resultados superiores al promedio, en los procesos de estudio/aprendizaje, y adicionalmente tener una visión y unos enfoques más positivos y enaltecedores de la propia vida. Dicho aprendizaje guía hacia el desarrollo de competencias fundamentales para obtener una vida más rica, fructífera y gratificante, tanto en la estadía universitaria – o de la educación superior, en general - como en la posterior práctica profesional, y de actuación socio-cultural, facilitando el liberar, desarrollar y empoderar los potenciales de cada persona para lograr sus más caros ideales de vida dentro de los procesos de aprendizaje de largo alcance, tan indispensables en los ambientes hiperproductivos e hipercompetitivos actuales. Igualmente, dentro de dichos procesos de estudio/aprendizaje, realizados con claridad de propósitos y con métodos eficientes, para obtener logros de calidad y de talla mundial, se desarrolla una visión holística-estratégica compartida (VISHEC) de la propia vida, se superan obstáculos que a simple vista parecían infranqueables, se logran estados de automotivación y de autogestión al más alto nivel, y se profundiza en los procesos de auto-transformación cognitiva y conscientiva que constituyen el eje temático nuclear de todo cambio de paradigmas o formas de pensar, situándose el individuo así empoderado dentro de contextos cognitivos y de comportamiento socio-cultural jalonados por una positiva y constante y consistente acción proactiva–la propia iniciativa-orientada hacia logros cada vez mayores y mejores (procesos de perfeccionamiento y de mejora continua

An Investigation of Cognitive Implications in the Design of Computer Games

Computer games have been touted for their ability to engage players in cognitive activities (e.g., decision making, learning, planning, problem solving). By ‘computer game’ we mean any game that uses computational technology as its platform, regardless of the actual hardware or software; games on personal computers, tablets, game consoles, cellphones, or specialized equipment can all be called computer games. However, there remains much uncertainty regarding how to design computer games so that they support, facilitate, and promote the reflective, effortful, and conscious performance of cognitive activities. The goal of this dissertation is to relieve some of this uncertainty, so that the design of such computer games can become more systematic and less ad hoc. By understanding how different components of a computer game influence the resulting cognitive system, we can more consciously and systematically design computer games for the desired cognitive support. This dissertation synthesizes concepts from cognitive science, information science, learning science, human-computer interaction, and game design to create a conceptual design framework. The framework particularly focuses on the design of: gameplay, the player-game joint cognitive system, the interaction that mediates gameplay and the cognitive system, and the components of this interaction. Furthermore, this dissertation also includes a process by which researchers can explore the relationship between components of a computer game and the resulting cognitive system in a consistent, controlled, and precise manner. Using this process, three separate studies were conducted to provide empirical support for different aspects of the framework; these studies investigated how the design of rules, visual interface, and the core mechanic influence the resulting cognitive system. Overall then, the conceptual framework and three empirical studies presented in this dissertation provide designers with a greater understanding of how to systematically design computer games to provide the desired support for any cognitive activity

Étude de cas sur la dynamique motivationnelle d’élèves à risque du 3e cycle du primaire et de l’influence du jeu éducatif numérique en mathématiques sur celle-ci

Le phénomène du décrochage scolaire est encore très présent dans notre société, particulièrement chez les garçons. Notre mémoire s’intéresse à la question et vise à mieux comprendre la dynamique motivationnelle d’un échantillon (N=11) d’élèves masculins considéré comme étant « à risque » de décrochage au 3e cycle d’une école primaire de Montréal. De plus, notre expérimentation vise spécifiquement à décrire l’influence de l’utilisation d’une activité pédagogique dite « motivante » : le jeu éducatif numérique « Math en Jeu » sur la dynamique motivationnelle à apprendre en mathématiques. Il s’agit d’une étude de cas avec une approche mixte de collecte de données. Nos résultats révèlent quatre profils de dynamique motivationnelle chez les élèves de notre échantillon : 1) les élèves en difficulté en mathématiques, 2) les élèves démotivés et 3) les élèves démotivés et en difficulté en mathématiques, puis, 4) des cas plus complexes. Notre analyse montre que « Math en Jeu » suscite un grand intérêt chez tous les élèves de notre échantillon. L’influence du jeu sur la dynamique motivationnelle semble toutefois mieux convenir aux élèves avec des dynamiques motivationnelles de type « démotivé » ou « démotivé et en difficulté en mathématiques » et dans une certaine mesure, certains élèves catégorisés comme étant des « cas complexes ». Nos résultats indiquent que le jeu pourrait notamment avoir une certaine influence sur le sentiment de compétence à réussir de l’élève. Toutefois, pour être en mesure de mieux décrire et analyser ces influences, il serait préférable de mener des recherches sur une plus longue durée, dans un contexte naturel de classe et sur un échantillon d’élèves plus grand.The phenomena of school dropouts remains an area of grave concern in North American society, and one that is particularly present among boys. Our research aims to better understand the motivational dynamics of elementary school boys considered “atrisk” (Student Subjects = 11). Our research, both theoretical and practical, analyses the influence of an educational video game called "Math-a-Maze" on the motivational dynamics of boys at-risk, when learning mathematics. This is a case study with a mixed approach to data collection. Our sample of students represents four types of motivational dynamics : 1) Students that struggle in mathematics, 2) Students that are disengaged, 3) Students that are disengaged and that struggle in mathematics, and, 4) More complex cases. Our analysis revealed that “Math-a-Maze” generated great interest and enthusiasm among all students in our sample. The influence of this learning tool on the motivational dynamics of our subjects was more pronounced for students displaying motivational dynamics 2 and 3, "disengaged" or “disengaged and struggling in math” and some students of more complex cases. For example, our results indicate that this educational game could have a positive influence on the student’s sense of competency, and thus, their self-confidence in the subject. In order to more thoroughly explore the possible influences of this teaching method however, more in-depth research is suggested, over a longer period of time, in a natural classroom environment and with a larger sample of students at-risk