A Computer-Based Game that Promotes Mathematics Learning More than a Conventional Approach
A Computer-Based Game that Promotes Mathematics Learning More than a Conventional Approach
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DOI：
10.4018/ijgbl.2017010103
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发表时间：
2017-01-01
影响因子：
1
通讯作者：
Forlizzi, Jodi
中科院分区：
文献类型：
--
作者：
McLaren, Bruce M.;Adams, Deanne M.;Forlizzi, Jodi
近年来，人们对从基于计算机的游戏中学习的兴奋感是显而易见的，并导致了许多教育游戏的开发。然而，在科学文献中，相对而言，很少有可靠的实证研究表明从游戏中学习数学的好处，而不是更传统的方法。本文的实证研究提供了证据，数学教育游戏可以提供上级学习机会，以及更吸引人。在一项涉及来自两所中学的153名学生的研究中，70名学生通过玩一种教育游戏--十进制小数点--来学习小数，而83名学生则通过一种更传统的基于计算机的方法来学习同样的内容。在即时（d = 0.43）和延迟（d = 0.37）后测中，游戏在解决小数问题方面的得分显著提高，并被评为显著更愉快（d = 0.95）。低先验知识的学生特别受益于游戏。本文还总结了游戏的设计特点。
Excitement about learning from computer-based games has been palpable in recent years and has led to the development of many educational games. However, there are relatively few sound empirical studies in the scientific literature that have shown the benefits of learning mathematics from games as opposed to more traditional approaches. The empirical study reported in this paper provides evidence that a mathematics educational game can provide superior learning opportunities, as well as be more engaging. In a study involving 153 students from two middle schools, 70 students learned about decimals from playing an educational game-Decimal Point-whereas 83 students learned the same content by a more conventional, computer-based approach. The game led to significantly better gain scores in solving decimal problems, on both an immediate (d = .43) and delayed (d = .37) posttest and was rated as significantly more enjoyable (d =.95). Low prior knowledge students especially benefitted from the game. This paper also summarizes the game's design characteristics.