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Impact of a game‐based intervention on fraction learning for fifth‐grade students: A pre‐registered randomized controlled study.
- Source :
- Journal of Computer Assisted Learning; Feb2023, Vol. 39 Issue 1, p49-62, 14p
- Publication Year :
- 2023
-
Abstract
- 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. [ABSTRACT FROM AUTHOR]
- Subjects :
- LEARNING assessment
SCHOOL environment
COMPUTER assisted instruction
HEALTH occupations students
MATHEMATICS
RANDOMIZED controlled trials
DESCRIPTIVE statistics
ANALYSIS of covariance
CHI-squared test
RESEARCH funding
VIDEO games
STATISTICAL sampling
DATA analysis software
EDUCATIONAL outcomes
Subjects
Details
- Language :
- English
- ISSN :
- 02664909
- Volume :
- 39
- Issue :
- 1
- Database :
- Complementary Index
- Journal :
- Journal of Computer Assisted Learning
- Publication Type :
- Academic Journal
- Accession number :
- 161311229
- Full Text :
- https://doi.org/10.1111/jcal.12726