ERIC Number: EJ1087744
Record Type: Journal
Publication Date: 2015-Dec
Abstractor: As Provided
Reference Count: N/A
Supporting Conceptual Understanding of the Associative and Distributive Properties through Digital Gameplay
Denham, A. R.
Journal of Computer Assisted Learning, v31 n6 p706-721 Dec 2015
There has been a steady rise in the support for games as learning environments. This support is largely based on the strong levels of engagement and motivation observed during gameplay. What has proven difficult is the ability to consistently design and develop learning games that are both engaging and educationally viable. Those in the game-based learning community contend the solution is to tightly integrate instructional objective(s) within the game's mechanics. In order to investigate whether or not intrinsic integration would aid in game design, an experimental study was conducted with 111 fourth and fifth graders in which three versions of a game were designed in order to determine which approach would have a more significant impact on conceptual understanding of the associative and distributive properties. It was found that those who played the intrinsic version of the game (properties mapped to game mechanics) had significant learning gains compared with those who played the extrinsic version. Perceptions of the game are also discussed, along with future directions.
Descriptors: Educational Games, Instructional Design, Elementary School Students, Grade 4, Grade 5, Achievement Gains, Comparative Analysis
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: firstname.lastname@example.org; Web site: http://www.wiley.com/WileyCDA
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 4; Intermediate Grades; Grade 5; Middle Schools
Authoring Institution: N/A