Impact of a game‐based intervention on fraction learning for fifth‐grade students: A pre‐registered randomized controlled study.
Background: Digital game‐based learning is gaining increased attention from both researchers and educators for improving mathematics instruction. However, the evidence for game‐based learning is mixed and research with rigorous research design and analyses are limited. Objective: Here, in a pre‐regi...
| Publicado en: | Journal of Computer Assisted Learning Vol. 39; no. 1; pp. 49 - 63 |
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| Autores principales: | , , , , , |
| Formato: | pictorial research tables/charts randomized controlled trial Journal Article |
| Publicado: |
Wiley-Blackwell
Feb2023
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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=161311229&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 161311229 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Feb2023 vid: 39 iid: 1 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 161311229 158800598 161311229 161311229 10.1111/jcal.12726 161311229 ppf: 49 ppct: 14 formats: tig: atl: Impact of a game‐based intervention on fraction learning for fifth‐grade students: A pre‐registered randomized controlled study. aug: au: Bhatia, Parnika Le Diagon, Sarah Langlois, Emma William, Melissa Prado, Jérôme Gardes, Marie‐Line affil: Lyon Neuroscience Research Center (CRNL), INSERM U1028 ‐ CNRS UMR5292, University of Lyon, Lyon, France sug: subj: Mathematics Education Computer-Assisted Instruction Video Games Utilization Outcomes of Education Evaluation Learning Evaluation Human Male Female Child France Randomized Controlled Trials Random Assignment Learning Environment Student Knowledge Descriptive Statistics Analysis of Covariance Data Analysis Software Chi Square Test Scales Funding Source Child: 6-12 years Male Female ab: Background: Digital game‐based learning is gaining increased attention from both researchers and educators for improving mathematics instruction. However, the evidence for game‐based learning is mixed and research with rigorous research design and analyses are limited. Objective: Here, in a pre‐registered randomized controlled study, we investigated whether a fraction game designed collaboratively by educational experts and professional game developers may serve as a useful tool to enhance students' fraction knowledge. Methods: We assigned French fifth graders to either an experimental group who used the game (n = 110) or a control group (n = 78) who received traditional instruction on fractions. Fraction knowledge was assessed pre‐ and post‐intervention. Results: Results show that students in the active control group had superior overall fraction performance than students in the experimental group at the end of intervention. However, the game had a positive effect on decimal learning. We also found a positive relation between game performance and overall fraction knowledge scores at post‐test. Contribution: The study highlights the importance of game metrics as indicators of personalized assessment tools. Given the increased usage of games in learning mathematics and the equivocal results on the effectiveness of these games, our study also highlights the importance of pre‐registration and randomized controlled studies. Lay Description: What is already known about this topic: Digital game‐based learning (DGBL) is gaining popularity in mathematics teaching.DGBL shows potential for teaching difficult abstract concepts such as fractions.However, research evaluating DGBL for fractions is limited. What this paper adds: The study examines a fraction game designed by education experts and game designers.Students fraction knowledge is assessed using paper‐based test.Challenges associated with DGBL in the classroom are discussed in the paper. Implications for practice: The results will guide educators in designing effective fraction instruction in classroom.The study highlights the critical role of instructional support in DGBL for fractions.Game based metrics can be used to individualize instruction in the classroom. pubtype: Academic Journal doctype: pictorial research tables/charts randomized controlled trial Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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