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Extending a digital fraction game piece by piece with physical manipulatives

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

Details

Original languageEnglish
Title of host publicationGames and Learning Alliance - 7th International Conference, GALA 2018, Proceedings
EditorsHeinrich Söbke, Manuel Gentile, Mario Allegra
PublisherSpringer Verlag
Pages157-166
Number of pages10
ISBN (Print)9783030115470
DOIs
Publication statusPublished - 2019
Publication typeA4 Article in a conference publication
EventInternational Conference on Games and Learning Alliance - Palermo, Italy
Duration: 5 Dec 20187 Dec 2018

Publication series

NameLecture Notes in Computer Science
Volume11385
ISSN (Print)0302-9743
ISSN (Electronic)1611-3349

Conference

ConferenceInternational Conference on Games and Learning Alliance
CountryItaly
CityPalermo
Period5/12/187/12/18

Abstract

This paper reports results from an ongoing project that aims to develop a digital game for introducing fractions to young children. In the current study, third-graders played the Number Trace Fractions prototype in which they estimated fraction locations and compared fraction magnitudes on a number line. The intervention consisted of five 30 min playing sessions. Conceptual fraction knowledge was assessed with a paper based pre- and posttest. Additionally, after the intervention students’ fraction comparison strategies were explored with game-based comparison tasks including self-explanation prompts. The results support previous findings indicating that game-based interventions emphasizing fraction magnitudes improve students’ performance in conceptual fraction tasks. Nevertheless, the results revealed that in spite of clear improvement many students tended to use false fraction magnitude comparison strategies after the intervention. It seems that the game mechanics and the feedback that the game provided did not support conceptual change processes of students with low prior knowledge well enough and common fraction misconceptions still existed. Based on these findings we further developed the game and extended it with physical manipulatives. The aim of this extension is to help students to overcome misconceptions about fraction magnitude by physically interacting with manipulatives.

Keywords

  • Conceptual change, Fraction, Game-based learning, Manipulatives, Mathematics, Number line, Serious games

Publication forum classification

Field of science, Statistics Finland