Supporting conceptual understanding of the associative and distributive properties through digital gameplay.
There has been a steady rise in the support for games as learning environments. This support is largely based on the strong levels of engagement and motivation observed during gameplay. What has proven difficult is the ability to consistently design and develop learning games that are both engaging...
| Publicado en: | Journal of Computer Assisted Learning Vol. 31; no. 6; pp. 706 - 722 |
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| Formato: | pictorial research tables/charts Journal Article |
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Wiley-Blackwell
Dec2015
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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=111357717&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 111357717 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Dec2015 vid: 31 iid: 6 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 111357717 111357717 111357717 10.1111/jcal.12113 111357717 ppf: 706 ppct: 16 formats: tig: atl: Supporting conceptual understanding of the associative and distributive properties through digital gameplay. aug: au: Denham, A.R. affil: The University of Alabama, Tuscaloosa Alabama, USA sug: subj: Games Education, Non-Traditional Mathematics Computer-Assisted Instruction Human Students, Elementary Southwestern United States Male Female Child One-Way Analysis of Variance Analysis of Covariance Confidence Intervals Child: 6-12 years Male Female ab: There has been a steady rise in the support for games as learning environments. This support is largely based on the strong levels of engagement and motivation observed during gameplay. What has proven difficult is the ability to consistently design and develop learning games that are both engaging and educationally viable. Those in the game-based learning community contend the solution is to tightly integrate instructional objective(s) within the game's mechanics. In order to investigate whether or not intrinsic integration would aid in game design, an experimental study was conducted with 111 fourth and fifth graders in which three versions of a game were designed in order to determine which approach would have a more significant impact on conceptual understanding of the associative and distributive properties. It was found that those who played the intrinsic version of the game (properties mapped to game mechanics) had significant learning gains compared with those who played the extrinsic version. Perceptions of the game are also discussed, along with future directions. pubtype: Academic Journal doctype: pictorial research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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