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ERIC Number: ED555698
Record Type: Non-Journal
Publication Date: 2013-Oct
Pages: 14
Abstractor: As Provided
Reference Count: 29
ISBN: N/A
ISSN: N/A
The Effect of In-Game Errors on Learning Outcomes. CRESST Report 835
Kerr, Deirdre; Chung, Gregory K. W. K.
National Center for Research on Evaluation, Standards, and Student Testing (CRESST)
Student mathematical errors are rarely random and often occur because students are applying procedures that they believe to be accurate. Traditional approaches often view such errors as indicators of students' failure to understand the construct in question, but some theorists view errors as opportunities for students to expand their mental model and create a deeper understanding of the construct. This study examines errors in an educational video game that are indicative of two specific misunderstandings students have about fractions (unitizing and partitioning) in order to determine whether the occurrence of those errors makes students more likely to learn from the game or more likely to be confused by the game. Analysis indicates that students who made unitizing errors were more likely to be confused by the game while students who made partitioning errors were more likely to learn from the game.
National Center for Research on Evaluation, Standards, and Student Testing (CRESST). 300 Charles E Young Drive N, GSE&IS Building 3rd Floor, Mailbox 951522, Los Angeles, CA 90095-1522. Tel: 310-206-1532; Fax: 310-825-3883; Web site: http://www.cresst.org
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: National Center for Education Research (ED)
Authoring Institution: National Center for Research on Evaluation, Standards, and Student Testing
Identifiers - Location: California
Grant or Contract Numbers: R305C080015