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A game-based approach to examining students' conceptual knowledge of fractions

Research output: Chapter in Book/Report/Conference proceedingConference contributionScientificpeer-review


Original languageEnglish
Title of host publicationGames and Learning Alliance: 5th International Conference, GALA 2016,
Subtitle of host publicationUtrecht, Utrecht, The Netherlands, December 5-7, 2016, Proceedings
EditorsRosa Bottino, Johan Jeuring, Remco C. Veltkamp
PublisherSpringer International Publishing
Number of pages13
ISBN (Print)978-3-319-50182-6
Publication statusPublished - 2016
Publication typeA4 Article in a conference publication
Event Games and Learning Alliance Conference -
Duration: 1 Jan 2000 → …

Publication series

NameLectures Notes in Computer Science
ISSN (Print)0302-9743


Conference Games and Learning Alliance Conference
Period1/01/00 → …


Considering the difficulties many students and even educated adults
face with reasoning about fractions, the potential for serious games to augment
traditional instructional approaches on this topic is strong. The present study
aims at providing evidence for the validity of a serious game used for studying
students’ conceptual knowledge of fractions. A total of 54 Finnish fifth graders
played the math game on tablet computers using tilt-control to maneuver an
avatar along a number line for a total of 30 min. Results indicated that most of
the hallmark effects of fraction magnitude processing as identified in basic
research on numerical cognition were successfully replicated using our serious
game. This clearly suggests that game-based approaches for fraction education
(even using tilt-control) are possible and may be effective tools for assessing and
possibly promoting students’ conceptual knowledge of fractions.

Publication forum classification

Field of science, Statistics Finland