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Evaluating the effectiveness of a game-based rational number training - In-game metrics as learning indicators

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Details

Original languageEnglish
Pages (from-to)13-28
Number of pages16
JournalComputers and Education
Volume120
DOIs
Publication statusPublished - 1 May 2018
Publication typeA1 Journal article-refereed

Abstract

It was argued recently that number line based training supports the development of conceptual rational number knowledge. To test this hypothesis, we evaluated training effects of a digital game based on the measurement interpretation of rational numbers. Ninety-five fourth graders were assigned to either a game-based training group (n = 54) who played a digital rational number game for five 30-min sessions or a control group (n = 41) who attended regular math curriculum. Conceptual rational number knowledge was assessed in a pre- and posttest session. Additionally, the game groups' playing behavior was evaluated. Results indicated that the game-based training group improved their conceptual rational number knowledge significantly more strongly than the control group. In particular, improvement of the game-based training group was driven by significant performance increases in number magnitude estimation and ordering tasks. Moreover, results revealed that in-game metrics, such as overall game performance and maximum level achieved provided valid information about students’ conceptual rational number knowledge at posttest. Therefore, results of the current study not only suggest that aspects of conceptual rational number knowledge can be improved by a game-based training but also that in-game metrics provide crucial indicators for learning.

ASJC Scopus subject areas

Keywords

  • Elementary education, Game-based learning, Interactive learning environments, Mathematics, Rational numbers

Publication forum classification

Field of science, Statistics Finland