Digital game‐based learning in a Shanghai primary‐school mathematics class: A case study.
This study examined the perceptions and experiences of a teacher and students in a Shanghai public primary school when digital games were used in a second‐grade math class. The participants included one teacher and 45 students. Data collection methods included classroom observation, focus‐group and...
| Publicado en: | Journal of Computer Assisted Learning Vol. 36; no. 5; pp. 709 - 718 |
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| Autores principales: | , , , |
| Formato: | case study research Journal Article |
| Publicado: |
Wiley-Blackwell
Oct2020
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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=145753817&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 145753817 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Oct2020 vid: 36 iid: 5 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 145753817 145753817 145753817 10.1111/jcal.12438 145753817 ppf: 709 ppct: 9 formats: tig: atl: Digital game‐based learning in a Shanghai primary‐school mathematics class: A case study. aug: au: Deng, Li Wu, Shaoyang Chen, Yumeng Peng, Zhengmei affil: Institute of International and Comparative Education, Faculty of Education, East China Normal University, Shanghai, People's Republic of China sug: subj: Schools, Elementary China Mathematics Education Video Games Teaching Methods Faculty Attitudes Evaluation Student Attitudes Evaluation Human China Participant Observation Focus Groups Semi-Structured Interview Videorecording Audiorecording Content Analysis Grounded Theory Learning Environment Learning Methods Problem Solving Academic Performance Peer Group Communication ab: This study examined the perceptions and experiences of a teacher and students in a Shanghai public primary school when digital games were used in a second‐grade math class. The participants included one teacher and 45 students. Data collection methods included classroom observation, focus‐group and individual interviews, and document analysis. Digital gameplay, when used once daily over a 6‐day period, was found to enhance student engagement and interest in learning; many students, however, were concerned about its effect on academic achievement and eyesight. The teacher employed a "making thinking visible" approach using pencil and paper and problem‐solving strategies to help students understand the game's mathematical principles and master mathematical knowledge. Obstacles included large class size, difficulty evaluating learning outcomes, balancing fun and learning, and effective game–classroom integration. This study found that exam‐oriented education and traditional teacher‐centred teaching in China influenced participants' perceptions and experiences of digital game‐based learning. Lay Description: What is already known about this topic: Digital game‐based learning is effective and leads to a more relaxed learning environment that promotes students' engagement, interest, motivation, and confidence.Learning with digital games helps students acquire mathematics knowledge more effectively than traditional classroom lectures.Digital game‐based learning is helpful in math class as it makes students feel challenged and more capable, thereby improving self‐efficacy and task persistence. What this paper adds: Mathematics teachers and students have a contradictory attitude that shows both approval and concern towards game‐based learning.In the Chinese context, exam‐oriented culture is an important factor that influences the teacher's and students' perceptions and experiences of digital game‐based learning.While digital game‐based learning helps students' engagement and interest in math, it also faces numerous challenges such as large class size, balancing fun and learning, and effective game–classroom integration. Implications for practice and/or policy: Digital game‐based learning may be more effective when combined with pencil and paper to write down the process and make thinking visible.Fun and learning should be balanced in digital game‐based learning.Teachers need training and support for digital game‐centred programmes to succeed. pubtype: Academic Journal doctype: case study research Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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