When a game supports prevocational math education but integrated reflection does not.
The present study addressed the effectiveness of an educational math game for improving proportional reasoning in prevocational education, and examined the added value of support in the form of reflection. The study compared four conditions: the game with reflection prompts, the game with reflection...
| Publicado en: | Journal of Computer Assisted Learning Vol. 31; no. 5; pp. 462 - 481 |
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| Autores principales: | , , , , , |
| Formato: | pictorial research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Oct2015
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=109474147&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 109474147 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Oct2015 vid: 31 iid: 5 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 109474147 109474147 109474147 10.1111/jcal.12104 109474147 ppf: 462 ppct: 19 formats: tig: atl: When a game supports prevocational math education but integrated reflection does not. aug: au: Vrugte, J. Jong, T. Wouters, P. Vandercruysse, S. Elen, J. Oostendorp, H. affil: Department of Instructional Technology, University of Twente, Enschede The Netherlands sug: subj: Video Games Utilization Mathematics Education Reflection Outcomes of Education Evaluation Human Netherlands Students, High School Male Female Adolescence Task Performance and Analysis Questionnaires Summated Rating Scaling Reliability Coefficient alpha Pretest-Posttest Design Analysis of Variance Descriptive Statistics Data Analysis Software Effect Size Multivariate Analysis of Variance Paired T-Tests Funding Source Adolescent: 13-18 years Male Female ab: The present study addressed the effectiveness of an educational math game for improving proportional reasoning in prevocational education, and examined the added value of support in the form of reflection. The study compared four conditions: the game with reflection prompts, the game with reflection prompts plus procedural information, the game with procedural information only and the game without additional support. It was found that students' proportional reasoning skill improved after playing the game. The game managed to target prevocational students with low prior knowledge, a group that has the potential to understand proportional reasoning but has not yet encountered the right learning situation to live up to their potential. However, it was also found that students need to be computational fluent to profit from the game. Furthermore, no added value of the support was found. The way the support was structured may have been too demanding for most of the students. The fact that the prevocational students (and specifically those with low prior knowledge) improved by playing the game is noteworthy, because the topic of proportional reasoning is demanding for this group of students who often have lower abilities as well as in some cases a high resistance to learning. pubtype: Academic Journal doctype: pictorial research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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