Design of the Game-Based Learning Environment “Dudeman &amp; Sidegirl: Operation Clean World,” a Numerical Magnitude Processing Training

Linsen, Sarah; Maertens, Bieke; Husson, Jelle; Audenaeren, Lieven Van den; Wauters, Jeroen; Reynvoet, Bert; Smedt, Bert De; Verschaffel, Lieven; Elen, Jan

doi:10.1007/978-3-319-20276-1_2

Cited by 4 publications

(8 citation statements)

References 49 publications

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“…We used the NSG (Linsen et al , 2015) consisting of a comparison and a NLE game (see Figure S1). In the comparison game, the levels are designed to vary in difficulty based on the numerosities (1–4, 1–9, 5–18), the display duration and the type of stimuli (non‐symbolic, symbolic and mixed notation).…”

Section: Methodsmentioning

confidence: 99%

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The effectiveness of an adaptive digital educational game for the training of early numerical abilities in terms of cognitive, noncognitive and efficiency outcomes

Vanbecelaere¹,

Cornillie²,

Sasanguie³

et al. 2020

Brit J Educational Tech

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Adaptive educational games provide new opportunities to train early numerical skills. However, empirical evidence for the effectiveness of adaptive educational games is scarce. This study investigated the effectiveness of an adaptive game compared to a nonadaptive game in terms of cognitive, noncognitive and efficiency outcomes. In total, 84 children were randomly assigned to a condition in which children trained early numerical skills with an adaptive version of the Number Sense Game (NSG), or to a condition in which they trained with a nonadaptive version. Early numeracy was evaluated before the training, immediately after the training and 3 weeks after the training. Math anxiety (MA) was assessed before and 3 weeks after the training. The time children practiced with the NSG was used to assess efficiency. Results revealed that children in both conditions improved on early numerical ability, with sustained effects 3 weeks after the training. In both conditions, children’s MA scores were lower after the training. Children in the adaptive condition learned more efficiently compared to the nonadaptive condition, and the interaction between prior knowledge and condition has shown that children with low prior knowledge benefited more from a nonadaptive training while children with high prior knowledge benefited more from an adaptive training in terms of learning efficiency. These results confirm that adaptive educational games can offer solace in terms of the need for differentiation.

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Section: Methodsmentioning

confidence: 99%

“…Consequently, how much time children needed to finish the game depended on their reaction time for each item as the number of exercises and the order of the items was exactly the same for all children. A detailed overview of the levels in the game can be found in Linsen and Colleagues (2015, pp. 14–22).…”

Section: Methodsmentioning

confidence: 99%

The effectiveness of an adaptive digital educational game for the training of early numerical abilities in terms of cognitive, noncognitive and efficiency outcomes

Vanbecelaere¹,

Cornillie²,

Sasanguie³

et al. 2020

Brit J Educational Tech

Self Cite

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“…The number sense game (NSG) (Linsen et al, 2015;Maertens, De Smedt, Sasanguie, Elen, Reynvoet, 2016) contains two types of exercises, namely a comparison game and a NLE game (see Figure 1). The levels of both the comparison game and the NLE game were presented in a fixed order and were characterized by increasing difficulty.…”

Section: Number Sense Game (Nsg)mentioning

confidence: 99%

The effects of two digital educational games on cognitive and non-cognitive math and reading outcomes

Vanbecelaere

Berghe

Cornillie

et al. 2020

Computers & Education

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Digital educational games play an increasingly important role in education. However, multiple questions about the effectiveness of educational games with respect to cognitive and non-cognitive effects remain unclear. The current study, a longitudinal, quasiexperiment with 336 first graders, examined the effects of two digital educational games, Number Sense Game (NSG) and Reading Game (RG). The NSG trained early numerical skills, the RG supported emergent reading. Children were pseudo-randomly assigned to either an experimental condition, comprising eight weeks of intensive gamebased training, or a control condition in which they took part in regular education without game-based practice. A pretest-posttest design was used to examine the effects of the intervention on cognitive (digit comparison, number line estimation, letter knowledge, math and reading competence) and non-cognitive outcomes (math and reading anxiety). Delayed cognitive effects on math and reading competence were also investigated two months after the intervention. Furthermore, we examined variances of the impact of the training on cognitive outcomes as a consequence of differences in children's prior knowledge, prior affect and socio-economic status. For cognitive outcomes, results revealed that children who played a game performed better on number line estimation and reading competence, whereas no significant differences were observed for digit comparison, letter knowledge and math competence. Also, children who played a game showed better scores in the delayed reading posttest, but not in the delayed math posttest. For non-cognitive outcomes, game training did not affect math or reading anxiety. Regarding individual differences, children with less prior knowledge in the game play condition performed better on the number line estimation posttest compared to children in the control condition. Children with more prior knowledge in Running head: THE EFFECTIVENESS OF TWO DIGITAL EDUCATIONAL GAMES 1 the game play condition still scored better on this test compared to the control condition, but the difference between the conditions was smaller.

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“…Similarly, in the NLE, there are 18 levels of varying difficulty based on the number of anchor points (9, 1, or, no anchor points) the display duration (until response or 1,500 ms), and the type of stimuli (non‐symbolic, symbolic, and mixed notation). A detailed description of the NSG can be found in Linsen et al (2015). Previous intervention studies provided evidence for the NSG training meaning that the NSG training is at least equally beneficial or better in terms of learning as ‘business as usual’ or active control condition (Maertens et al, 2016; Vanbecelaere et al, 2020b).…”

Section: Methodsmentioning

confidence: 99%

“…More specifically, we investigate the impact of adaptivity on learning efficiency in an educational game that trains early numerical skills. We analyse the log‐data from the study of Vanbecelaere et al (2020a), which implemented two different versions of the number sense game (NSG; Linsen et al, 2015), to capture moment‐by‐moment learning. The goal of this study is to investigate whether the adaptive training produced larger learning efficiency compared to a non‐adaptive training in a well‐controlled setting.…”

Section: Introductionmentioning

confidence: 99%

The effect of adaptivity in digital learning technologies. Modelling learning efficiency using data from an educational game

Debeer

Vanbecelaere

Noortgate

et al. 2021

Brit J Educational Tech

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During the last decade, many governments and ed‐tech companies have demonstrated an increased interest in digital personalised learning, which resulted in a variety of often game‐like adaptive learning environments. However, there has been limited attention for the impact of these personalised learning technologies on children's learning efficiency. Does digital personalised learning, like popular claims insist, foster learning in young children? This study attempts to empirically validate the beneficial impact of adaptive learning technology by analysing log‐data from the Number Sense Game (NSG), an educational game that trains early numerical skills. In total, 81 children were randomly assigned to use either an adaptive or a non‐adaptive version of the NSG in six sessions in a three‐week period. Using a longitudinal item response model children's progress within and across sessions was modelled and compared between the two versions of the game. Regardless of the version of the NSG, children demonstrated progress within and across sessions. However, compared to the non‐adaptive NSG, the progress across sessions was stronger in the adaptive NSG. These results provide empirical evidence that adaptive learning environments can improve learning efficiency in young children. What is already known about this topic Adaptive digital technologies are able to address students’ individual needs. Pretest posttest intervention research on the effectiveness of adaptive digital technologies revealed mixed results. What this paper adds Learning effectiveness is different from learning efficiency. Learning efficiency can be operationalised using log‐data to model students’ progress over time. Adaptive digital technologies increased students’ learning efficiency compared to non‐adaptive digital technologies. Implications for practice and/or policy Log‐data can be obtained unintrusively and provides fine‐grained information about students’ learning. Researchers are encouraged to investigate the effects of adaptive digital technologies in terms of learning effectiveness and learning efficiency.

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Design of the Game-Based Learning Environment “Dudeman & Sidegirl: Operation Clean World,” a Numerical Magnitude Processing Training

Cited by 4 publications

References 49 publications

The effectiveness of an adaptive digital educational game for the training of early numerical abilities in terms of cognitive, noncognitive and efficiency outcomes

The effectiveness of an adaptive digital educational game for the training of early numerical abilities in terms of cognitive, noncognitive and efficiency outcomes

The effects of two digital educational games on cognitive and non-cognitive math and reading outcomes

The effect of adaptivity in digital learning technologies. Modelling learning efficiency using data from an educational game

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