Enhancing Mathematics Education with Educational Games: Can Erroneous Examples Help?

通过教育游戏加强数学教育:错误的例子有帮助吗?

基本信息

  • 批准号:
    1238619
  • 负责人:
  • 金额:
    $ 49.77万
  • 依托单位:
  • 依托单位国家:
    美国
  • 项目类别:
    Standard Grant
  • 财政年份:
    2012
  • 资助国家:
    美国
  • 起止时间:
    2012-10-01 至 2015-03-31
  • 项目状态:
    已结题

项目摘要

AbstractThis project at Carnegie Mellon University tests an educational game aimed at addressing problems students face learning mathematics. The PI plans to design, develop, iteratively test, and scientifically evaluate a potentially transformative gaming technology. This approach combines an educational game environment, erroneous mathematics examples, state-of-the-art interaction design, and adaptive tutoring technology to help engage and motivate students to learn mathematics. The project develops a blueprint for educational games that can be used with middle school students in both formal and informal settings. Two research questions guide the research: Can erroneous examples increase learning and add motivation to an educational game? Will making erroneous examples adaptive to individual students increase learning and motivation beyond the non-adaptive version of the educational game? The project randomly assigns 6th, 7th, and 8th grade students to an intervention that brings together design thinking and design activity in co-designing sessions involving students and their teachers. This approach allows students and teachers to create prototypes of specific interfaces for mathematical games using results from the co-designing sessions. The prototypes involves developing personas, scenarios, wire-framing, rapid prototyping, and speed dating. It also includes rapid concept evaluation sessions created iteratively with students and their teachers to inform the final game design. An online software instrument logs student data from pre-questionnaire, pretest, game playing, posttest, delayed post-test, and post-questionnaire. The software also logs correct and incorrect attempts at solving problems, evaluations of these attempts by the tutor, the number of hints requested, and the amount of time spent on task. These data provide immediate feedback to teachers and researchers about student understanding of specific concepts in mathematics. The project assembles a multi-disciplinary team of experts from learning domains using erroneous examples, educational technology, intelligent tutoring systems, human-computer interaction and interaction design, prolific experimental educational psychologist, and a cognitive scientist with a long history and knowledge of mathematics education. The expectation is that these partners will increase the effectiveness of the design outcome as proven in other co-design studies.
卡内基梅隆大学的这个项目测试了一款教育游戏,旨在解决学生在学习数学时面临的问题。PI计划设计、开发、迭代测试和科学评估一种潜在的变革性游戏技术。这种方法结合了教育游戏环境、错误的数学例子、最先进的交互设计和自适应辅导技术,以帮助参与和激励学生学习数学。该项目开发了一种教育游戏的蓝图,可以在正式和非正式的环境中与中学生一起使用。两个研究问题指导着这项研究:错误的例子能增加学习,并为教育游戏增加动力吗?让错误的例子适应个别学生,是否会增加学习和动机,而不是非适应性版本的教育游戏?该项目随机分配6、7和8年级的学生参加干预活动,在学生和他们的老师参与的联合设计课程中,将设计思维和设计活动结合在一起。这种方法允许学生和教师使用联合设计会议的结果为数学游戏创建特定界面的原型。原型包括开发人物角色、场景、线框、快速原型和快速约会。它还包括与学生和他们的老师迭代创建的快速概念评估会议,以告知最终的游戏设计。一个在线软件工具记录学生问卷前、前测试、玩游戏、后测试、延迟后测试和后问卷调查的数据。该软件还记录解决问题的正确和不正确的尝试、导师对这些尝试的评估、请求的提示数量以及在任务上花费的时间。这些数据为教师和研究人员提供了关于学生对数学中特定概念的理解的即时反馈。该项目汇集了一支由多学科专家组成的团队,这些专家来自使用错误范例的学习领域、教育技术、智能辅导系统、人机交互和交互设计、多产的实验教育心理学家,以及一位具有悠久历史和数学教育知识的认知科学家。预计这些合作伙伴将提高设计结果的有效性,这在其他联合设计研究中得到了证明。

项目成果

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Bruce McLaren其他文献

Are you an Aboriginal or Torres Strait Islander with something to say about Indigenous health ?
您是原住民或托雷斯海峡岛民,对原住民健康有话要说吗?
  • DOI:
  • 发表时间:
    2004
  • 期刊:
  • 影响因子:
    0
  • 作者:
    Benjamin C Cowie;Alan Breschkin;Heath Kelly;Noelene S O’Keefe;Kristina A Heinrich‐Morrison;Bruce McLaren;S. Cains;John L Szetu;Michelle L Baker;Geoffrey T Painter;Graham K Wong;Umberto Boffa;D. J. Coster;J. E. Keeffe;Heather Cleland
  • 通讯作者:
    Heather Cleland

Bruce McLaren的其他文献

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{{ truncateString('Bruce McLaren', 18)}}的其他基金

Collaborative Research: Investigating Gender Differences in Digital Learning Games with Educational Data Mining
协作研究:利用教育数据挖掘调查数字学习游戏中的性别差异
  • 批准号:
    2201796
  • 财政年份:
    2022
  • 资助金额:
    $ 49.77万
  • 项目类别:
    Continuing Grant
Support for Doctoral Students to Attend the 20th International Conference on Artificial Intelligence in Education (AIED 2019)
支持博士生参加第二十届教育人工智能国际会议(AIED 2019)
  • 批准号:
    1933066
  • 财政年份:
    2019
  • 资助金额:
    $ 49.77万
  • 项目类别:
    Standard Grant
Collaborative Research: Using Educational Data Mining Techniques to Uncover How and Why Students Learn from Erroneous Examples
协作研究:使用教育数据挖掘技术揭示学生如何以及为何从错误示例中学习
  • 批准号:
    1661121
  • 财政年份:
    2017
  • 资助金额:
    $ 49.77万
  • 项目类别:
    Continuing Grant
Knowing What Students Know: Using Educational Data Mining to Predict Robust STEM Learning
了解学生知道什么:使用教育数据挖掘来预测稳健的 STEM 学习
  • 批准号:
    1420609
  • 财政年份:
    2014
  • 资助金额:
    $ 49.77万
  • 项目类别:
    Continuing Grant

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通过基于社区、公平和包容的教师教育计划改善中学数学教育
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