1. Mathematical experience in game‐based problem‐solving.
- Author
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Ke, Fengfeng, Dai, Chih‐Pu, and West, Luke
- Subjects
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ARCHITECTURE , *MATHEMATICS , *TASK performance , *CRONBACH'S alpha , *RESEARCH funding , *INTERVIEWING , *PROBLEM solving , *DESCRIPTIVE statistics , *ANALYSIS of covariance , *MIDDLE school students , *PRE-tests & post-tests , *BUSINESS , *THEMATIC analysis , *ACADEMIC achievement , *RESEARCH methodology , *MULTIMEDIA systems , *LEARNING strategies , *STUDENT attitudes , *COMPUTER assisted instruction , *COMPARATIVE studies , *DATA analysis software , *CONFIDENCE intervals , *GAMIFICATION , *VIDEO games - Abstract
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. [ABSTRACT FROM AUTHOR]
- Published
- 2024
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