With the advent of mobile technologies, well‐designed fraction apps can be used to help children gain fraction knowledge, a challenging topic for both teachers and students. The present pilot study adopted a quasi‐experimental design to investigate whether children can learn fraction concepts equally well if half of the lesson time (20 min) is replaced with game‐based learning. Keeping the total lesson time (40 min) identical, the control group (N = 33) received traditional instruction, and the experimental group (N = 32) was presented with a blended learning approach spending half of the class time (20 min) playing tablet‐based fraction games, where each of the learners had their own tablet. The results suggested that in the posttest, the experimental group achieved similar learning gains to the control group and appear to have achieved better performance in the transfer test than the control group. This paper also discusses the efficiency of game‐based learning, the mechanism of how fraction games might enhance learning, and the potential of integrating game‐based learning in educational settings.

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This project began in response to a perceived need to assess students' perceptions with respect to

Geocaching is a civilized treasure-hunting activity enjoyed by hundreds of thousands of people all over the world. Geotrekking takes geocaching to the next level. It expands the educational potential of geocaching by combining this enjoyable physical and mental activity with the purposeful examination of multiple geocaches (traditional, virtual, or online through Google Earth ™) designed and/or collected to provide clues, resources, and scaffolding to support learners as they work on a larger problem-based learning (PBL) challenge or set of challenges. It is expected that engaging students with this type of authentic PBL activity will support improvements in student attitudes towards the related subjects along with increased engagement and learning (e.g., Baker & White, 2003).