Effect of whole-body movement on performance and efficiency: A comparison of three controlling methods for a math game

During the last decade, the number of studies investigating learning effectiveness and motivational aspects of game-based learning has increased. Nevertheless, research that considers the meaning of the User Interface (UI) in game-based learning has been sparse. This paper reports a within-subject study in which we investigated how the implementation of the UI affects students’ performance (accuracy), training efficiency (task completion duration), and user experience in a number line based math game. Ninety-three fifth graders played the same math game with three different UIs in a counter balanced order. The results revealed that the implementation of the UI influenced significantly on performance and training efficiency. Students’ estimation performance with the chair-based exertion UI (whole-body movement) was significantly worse than with the tilting UI (controlled with hands) and virtual directional pad UI (controlled with fingers). Nevertheless, the players felt that the controlling of the game was equally easy with the gaming chair than with the other two controlling methods. Actually, the majority of the students named the chair as the most preferable controlling method. The results suggest that a whole-body movement can be an engaging and viable controlling method for learning games, but its effects on performance and efficiency should be considered, especially in game-based assessment context.acceptedVersionPeer reviewe

The role of affordances in children’s learning performance and efficiency when using virtual manipulative mathematics touch-screen apps

This paper focuses on understanding the role that affordances played in children’s learning performance and efficiency during clinical interviews of their interactions with mathematics apps on touch-screen devices. One hundred children, ages 3 to 8, each used six different virtual manipulative mathematics apps during 30–40-min interviews. The study used a convergent mixed methods design, in which quantitative and qualitative data were collected concurrently to answer the research questions (Creswell and Plano Clark 2011). Videos were used to capture each child’s interactions with the virtual manipulative mathematics apps, document learning performance and efficiency, and record children’s interactions with the affordances within the apps. Quantitized video data answered the research question on differences in children’s learning performance and efficiency between pre- and post-assessments. A Wilcoxon matched pairs signed-rank test was used to explore these data. Qualitative video data was used to identify affordance access by children when using each app, identifying 95 potential helping and hindering affordances among the 18 apps. The results showed that there were changes in children’s learning performance and efficiency when children accessed a helping or a hindering affordance. Helping affordances were more likely to be accessed by children who progressed between the pre- and post-assessments, and the same affordances had helping and hindering effects for different children. These results have important implications for the design of virtual manipulative mathematics learning apps

Extending a digital fraction game piece by piece with physical manipulatives

This paper reports results from an ongoing project that aims to develop a digital game for introducing fractions to young children. In the current study, third-graders played the Number Trace Fractions prototype in which they estimated fraction locations and compared fraction magnitudes on a number line. The intervention consisted of five 30 min playing sessions. Conceptual fraction knowledge was assessed with a paper based pre- and posttest. Additionally, after the intervention students’ fraction comparison strategies were explored with game-based comparison tasks including self-explanation prompts. The results support previous findings indicating that game-based interventions emphasizing fraction magnitudes improve students’ performance in conceptual fraction tasks. Nevertheless, the results revealed that in spite of clear improvement many students tended to use false fraction magnitude comparison strategies after the intervention. It seems that the game mechanics and the feedback that the game provided did not support conceptual change processes of students with low prior knowledge well enough and common fraction misconceptions still existed. Based on these findings we further developed the game and extended it with physical manipulatives. The aim of this extension is to help students to overcome misconceptions about fraction magnitude by physically interacting with manipulatives.acceptedVersionPeer reviewe

Applying the modification of attributes, affordances, abilities, and distance for learning framework to a child's multi-touch interactions with an idealized number line

Technologies such as touchscreen apps are increasingly popular in mathematics education. Researchers have begun to investigate children's interactions with the apps, outcomes of using apps, and the characteristics that contribute to outcomes. This study applies the Modification of Attributes, Affordances, Abilities, and Distance (MAAAD) for Learning Framework to an 11 year-old child's interactions with the mathematics app Motion Math: Zoom to evaluate the outcomes, contributors, and interactions. This framework accounts for relationships among attributes, affordance-ability relationships, and distance involved in interactions. Interacting with Motion Math: Zoom involves using multi-touch gestures to navigate an idealized number line with changeable interval scales. Findings indicate that the framework can contribute to research on the outcomes, contributors, and interactions, as well as linking the three

Using digital environments to address students\u2019 mathematical learning difficulties

The need to deal with different cognitive necessities of students in the mathematical classroom, and in particular of students who persistently fail in mathematics, frequently referred to as "having mathematical learning difficulties or disabilities" (MLD), has become an important topic of research in mathematics education and in cognitive psychology. Though frameworks for analyzing students' difficulties and/or for designing inclusive activities are still quite fragmentary, the literature rather consistently suggests that technology can support the learning of students with different learning characteristics. The focus of this chapter is on providing insight into this issue by proposing analyses of specific software with a double perspective. We will analyze design features of the selected software, based on the potential support these can provide to students' learning processes, in particular those of students classified as having MLD. We will also analyze some interactions that actually occurred between students and the software, highlighting important qualitative results from recent studies in which we have been involved