The development of situational interest during a digital mathematics game.
Abstract: The present study focused on 212 fifth graders' situational interest trajectories during an intervention with a digital mathematics game called Number Navigation. Our aims were to explore the development of situational interest whilst playing the game and to investigate the relationship be...
| Publicado en: | Journal of Computer Assisted Learning Vol. 34; no. 3; pp. 259 - 269 |
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| Autores principales: | , , , , , |
| Formato: | pictorial research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Jun2018
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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=129452901&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 129452901 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Jun2018 vid: 34 iid: 3 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 129452901 129452901 129452901 10.1111/jcal.12239 129452901 ppf: 259 ppct: 10 formats: tig: atl: The development of situational interest during a digital mathematics game. aug: au: Rodríguez‐Aflecht, G. Jaakkola, T. Pongsakdi, N. Hannula‐Sormunen, M. Brezovszky, B. Lehtinen, E. affil: Centre for Learning Research, Department of Teacher Education, University of Turku, Finland sug: subj: Games Mathematics Education Motivation Human Computer-Assisted Instruction Finland Finland Female Male Multiple Logistic Regression Repeated Measures One-Way Analysis of Variance Data Analysis Software Analysis of Variance Funding Source Female Male ab: Abstract: The present study focused on 212 fifth graders' situational interest trajectories during an intervention with a digital mathematics game called Number Navigation. Our aims were to explore the development of situational interest whilst playing the game and to investigate the relationship between situational interest and individual math interest. Growth mixture model analyses showed that in the whole sample situational interest was stable within sessions but decreased across sessions. Three different situational interest trajectories were found. Situational interest trajectories were predicted by pre‐test individual interest. In turn, situational interest had an effect on post‐test individual interest. Students whose situational interest trajectories were stable (either high or low) presented no changes in individual interest, yet the individual interest of students whose situational interest was triggered but not maintained markedly decreased from pre‐test to post‐test. Results suggest that it is important to use game‐based learning not because games are believed to be “motivating”; rather, games with proven learning outcomes should be carefully selected. pubtype: Academic Journal doctype: pictorial research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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