ERIC Number: EJ1424124
Record Type: Journal
Publication Date: 2024-Jun
Pages: 15
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0266-4909
EISSN: EISSN-1365-2729
Mathematical Experience in Game-Based Problem-Solving
Fengfeng Ke; Chih-Pu Dai; Luke West
Journal of Computer Assisted Learning, v40 n3 p1083-1097 2024
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.
Descriptors: Middle School Students, Student Experience, Mathematics Education, Game Based Learning, Problem Solving, Architecture, Skill Development
Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://bibliotheek.ehb.be:2191/en-us
Publication Type: Journal Articles; Reports - Research
Education Level: Junior High Schools; Middle Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: National Science Foundation (NSF)
Authoring Institution: N/A
Grant or Contract Numbers: 1720533