Digital educational games and mathematics. Results of a case study in primary school settings

Fokides, Emmanuel

doi:10.1007/s10639-017-9639-5

Cited by 44 publications

(38 citation statements)

References 40 publications

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“…In addition, 8 studies used questionnaires, and 2 studies used game log data. [6], [13], [27], [28], [15], [14], [16], [7] Science Direct [18] ERIC [23], [33], [29] ACM [19], [26], [31], [34], [20], [21], [8] Springer Link Questionaire [10]-[12] IEEE 8 [28] Science Direct [17] ERIC [25], [31] ACM [21] Springer Link Log [23], [32] ACM 2…”

Section: Rq3 What Evaluation Methods Is Used To Measure the Results Omentioning

confidence: 99%

“…and there are 10 studies that do not mention specific chapters. [13], [14], [15], [16] ScienceDirect [17], [18] ERIC [19], [20], [21] Springer Link geometry [12], […”

Section: Subject Areamentioning

confidence: 99%

“…The following is a discussion of the answers to the research questions. ERIC [23], [25] ACM understanding [4], [9], [10], [5], [12], [22] IEEE 12 [6] ScienceDirect [19], [26], [8], [20], [21] SpringerLink skill improvement [13], [27], [28], [14], [15], [16], [7], ScienceDirect 11 [18], ERIC [23], [29], [24], ACM Enjoyment [25], ACM 2 [20] SpringerLink Attraction [11] IEEE 1 knowledge acquisition [13] ScienceDirect 3 [17] ERIC [30] ACM…”

Section: Articles That Answer the Research Questionsmentioning

confidence: 99%

“…Puzzle [9], [5] IEEE 13 [6], [13], [28], [15], [14], [7] ScienceDirect [17] ERIC [31], [29], [24] ACM [26] Springer Link arcade [16] ScienceDirect 2 [26] Springer Link adventure [23], [24] ACM 2 card game [20] Springer Link 1 narative [19], [26] Springer Link 2 mini game [28], [15], [14] ScienceDirect 5 [32] ACM [21] Springer Link AR game [11], [22] IEEE 4 [30], [25] ACM gamification [12] IEEE 1 multiplayer [20] Springer Link 1 Quiz…”

Section: Rq1 What Type or Type Of Game Is Used?mentioning

confidence: 99%

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An Overview Of Learning Support Factors On Mathematic Games

Fairuzabadi

Supianto

2019

KINETIK

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In this study, we examined the factors in game design that were used by developers to support the interests of mathematics learning. The aim is to overcome the lack of empirical evidence about the impact of factors in the game on learning outcomes, identify how the design of in-game activities affects learning, and develop an overview of general recommendations for designing mathematics education games. This study tries to illustrate the impact of game design factors in mathematics education games on the objectives and results of game-based learning.

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Section: Rq3 What Evaluation Methods Is Used To Measure the Results Omentioning

confidence: 99%

“…and there are 10 studies that do not mention specific chapters. [13], [14], [15], [16] ScienceDirect [17], [18] ERIC [19], [20], [21] Springer Link geometry [12], […”

Section: Subject Areamentioning

confidence: 99%

Section: Articles That Answer the Research Questionsmentioning

confidence: 99%

Section: Rq1 What Type or Type Of Game Is Used?mentioning

confidence: 99%

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An Overview Of Learning Support Factors On Mathematic Games

Fairuzabadi

Supianto

2019

KINETIK

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“…This entire scenario has led to a booming growth of scientific studies in the area of educational technology [3]. Researchers detach different studies on the use of technology in scientific areas [43,44], mathematics [19,45], literature [30,38], and language learning [46] among others. In this sense, contemporary investigation has served to clarify that technology can actually help learning in elementary students [14].…”

Section: Related Workmentioning

confidence: 99%

An Exploratory Analysis of the Implementation and Use of an Intelligent Platform for Learning in Primary Education

et al. 2020

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Smile and Learn is an intelligent platform with more than 4500 educational activities for children aged 3–12. The digital material developed covers all courses of primary education and most of the subjects with the different topic-related worlds with activities in the field of logics and mathematics, science, linguistics and tales, visual-spatial and cognitive skills, emotional intelligence, arts, and multiplayer games. This kind of material supports active learning and new pedagogical models for teachers to use in their lessons. The purpose of this paper is to explore the usage of the platform in three pilot groups schools from different regions of Spain, outlining future directions in the design of such digital materials. Usage is assessed via descriptive analysis and variance analysis, with data collected from users interacting with the intelligent platform. The results show a high use of STEM (Science, Technology, Engineering and Maths) activities among all the activities that could be chosen. Cross-curricular activities are also used. Continuation in the development of such materials is concluded necessary, focusing integration of different fields, accentuating games over quizzes, and the value of teacher training for improving their use in schools.

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Cognitive Accessibility in Educational Games: A Set of Recommendations

Oliva-Zamora,

Larreina-Morales

2024

Transforming Media Accessibility in Europe

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Educational games aim to teach players new knowledge or skills in an entertaining manner. However, they are often not accessible for players with disabilities, hindering their right to education. For players with cognitive disabilities and learning difficulties, it may be particularly challenging to determine the response to the game’s visual, auditory, and haptic stimuli. This chapter presents a set of recommendations to develop educational games that are accessible to these players. To that aim, a literature review was conducted comprising the past ten years of research about educational games and game accessibility. Ten papers were selected, which take diverse approaches to the topic: some review existing research, while others focus on the development of an accessible educational game. All of them address cognitive disabilities and learning difficulties, but some also include recommendations for visual, hearing, and motor accessibility. The review of these papers shows that, to develop an accessible game for players with cognitive disabilities and learning difficulties, it is recommended to provide stimuli through several channels of communication, to allow the game’s pace to be customizable, and to design simple but engaging content, among other features. Although these recommendations are not universally applicable to every educational game, they are a first step to bring together players, teachers, developers, and researchers to create more interactive and engaging educational experiences for all.

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Digital educational games and mathematics. Results of a case study in primary school settings

Cited by 44 publications

References 40 publications

An Overview Of Learning Support Factors On Mathematic Games

An Overview Of Learning Support Factors On Mathematic Games

An Exploratory Analysis of the Implementation and Use of an Intelligent Platform for Learning in Primary Education

Cognitive Accessibility in Educational Games: A Set of Recommendations

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