Mathematical experience in game‐based problem‐solving.
Background: Game‐based learning can frame problem‐solving as a sense‐making experience with domain‐specific tasks for school students. However, multiple challenges arise when trying to support learners in such a complex, problem‐oriented learning environment. Objectives and Methods: With an architec...
| Publicado en: | Journal of Computer Assisted Learning Vol. 40; no. 3; pp. 1083 - 1098 |
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| Autores principales: | , , |
| Formato: | pictorial research tables/charts Journal Article |
| Publicado: |
Wiley-Blackwell
Jun2024
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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=177193470&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 177193470 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 02664909 6M1 jtl: Journal of Computer Assisted Learning issn: 02664909 maglogo: Y pubinfo: dt: Jun2024 vid: 40 iid: 3 pid: 480 pub: Wiley-Blackwell place: Malden, Massachusetts artinfo: ui: 177193470 174557718 177193470 177193470 10.1111/jcal.12938 177193470 ppf: 1083 ppct: 15 formats: tig: atl: Mathematical experience in game‐based problem‐solving. aug: au: Ke, Fengfeng Dai, Chih‐Pu West, Luke affil: Department of Educational Psychology and Learning Systems, Florida State University, Tallahassee Florida,, USA sug: subj: Mathematics Education Problem Solving Methods Gamification Learning Methods Architecture Students, Middle School Academic Performance Student Attitudes Human Male Female Multimethod Studies Pretest-Posttest Design Task Performance and Analysis Computer-Assisted Instruction Video Games Multimedia Education Business Semi-Structured Interview Thematic Analysis Descriptive Statistics Comparative Studies Coefficient alpha Analysis of Covariance Data Analysis Software Confidence Intervals Funding Source Male Female ab: Background: Game‐based learning can frame problem‐solving as a sense‐making experience with domain‐specific tasks for school students. However, multiple challenges arise when trying to support learners in such a complex, problem‐oriented learning environment. Objectives and Methods: With an architecture‐themed mathematics learning game, we conducted two mixed‐method studies to explore the impact and design of game‐based mathematical experience on the math problem‐solving performance of middle school students. Results and Conclusions: The study findings suggested a positive impact of game‐based math experience on math problem‐solving for middle school students. Problematization‐oriented game‐based math tasks with structuring features enhanced students' reasoning with problems and channelled it to doing mathematics. Takeaways: The current research findings support the initiative to frame learning as a sense‐making experience with domain‐specific tasks and inform the design of game‐based mathematical experience and learning support. Lay Description: What is already known about this topic: Realistic mathematical practices frame learning as a sense‐making experience.Challenges arise when involving learners in realistic mathematical experiences driven by domain‐specific tasks. What this paper adds: Game‐based simulation of math tasks framed learning as sense‐making experience.Game‐based math experiencing promoted math contextual problem‐solving performance.Structuring features enhanced problematized experiencing with math tasks. Implications for practice and/or policy: Teachers can integrate and facilitate game‐based math experiencing in class.Efforts should be made to make game‐based math tasks meaningful for students. pubtype: Academic Journal doctype: pictorial research tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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