Digital games and learning mathematics: Student, teacher and parent perspectives

Yong, Su Ting; Gates, Peter; Harrison, I. R.

doi:10.17083/ijsg.v3i4.112

Cited by 22 publications

(16 citation statements)

References 30 publications

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“…Studies have also found that while most students are initially highly involved, engagement decreases in the latter part of the semester (Deater-Deckard, Mallah, Evans, & Norton, 2014). Studies have also suggested that teachers and parents tend to prefer traditional teaching methods (Yong, Gates, & Harrison, 2016). While many studies have focused on game-based learning's effectiveness in math classrooms, few have investigated teachers' and students' perceptions and experiences of it or the associated challenges.…”

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confidence: 99%

Digital game‐based learning in a Shanghai primary‐school mathematics class: A case study

Deng

Chen

et al. 2020

Computer Assisted Learning

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This study examined the perceptions and experiences of a teacher and students in a Shanghai public primary school when digital games were used in a second‐grade math class. The participants included one teacher and 45 students. Data collection methods included classroom observation, focus‐group and individual interviews, and document analysis. Digital gameplay, when used once daily over a 6‐day period, was found to enhance student engagement and interest in learning; many students, however, were concerned about its effect on academic achievement and eyesight. The teacher employed a “making thinking visible” approach using pencil and paper and problem‐solving strategies to help students understand the game's mathematical principles and master mathematical knowledge. Obstacles included large class size, difficulty evaluating learning outcomes, balancing fun and learning, and effective game–classroom integration. This study found that exam‐oriented education and traditional teacher‐centred teaching in China influenced participants' perceptions and experiences of digital game‐based learning.

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confidence: 99%

Digital game‐based learning in a Shanghai primary‐school mathematics class: A case study

Deng

Chen

et al. 2020

Computer Assisted Learning

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“…The lack of numeracy programming for teens raises an important question. While teens generally are disinclined towards mathematics (Woodward, Beswick, & Oates, 2018;Yong, Gates, & Harrison, 2016), another contributing factor may be staff expertise. Teenagers would generally be in need of programming dealing with higher level forms of numeracy (e.g., calculus), and it is possible that there is a gap in staff expertise to deliver such programming.…”

Section: Discussionmentioning

confidence: 99%

Numeracy Programming at Major Canadian Urban Libraries: An Exploratory Study

et al. 2020

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The Government of Canada identifies numeracy as a foundational skill for work, learning, and life. Libraries have historically been champions of literacy; however, the role of libraries in developing numeracy skills is understudied. Specifically, there is a critical gap in studying numeracy programs offered by public libraries. This exploratory study examines the state of numeracy programming at five major urban public libraries in Canada (Calgary Public Library, Edmonton Public Library, Bibliothèques de Montréal, Ottawa Public Library, and Toronto Public Library) to understand the types and varieties of numeracy programs that they offer. The frequency of programs, the intended age range, and the program content are the main foci of this paper. The researchers examined 1166 program listings by scraping programming information from the five libraries’ websites. The data was collected for the second week of December 2015 and relied on programming descriptions from libraries' websites. Results showed that a total of 65 programs (5.6% of total programs) covered numeracy related skills. Overall, the options to learn about numeracy concepts were very limited at all of the libraries in the sample. Calgary offered the highest number of children-focused numeracy programs, while Toronto offered the greatest number of adult-focused numeracy programs. “Math/mathematics” was the most common term used to describe numeracy-related programs. This exploratory study underscores the need for greater investigation of numeracy programming in public libraries.

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“…The results revealed that video games as a supplementary activity to classroom learning bring significant and positive effect on students retention as compared to students who rely only upon formal classroom instructions. However, Su-Ting et al [19] developed a study to explore the potential use of digital games in learning mathematics at the secondary school level in Malaysia. Their results suggested that students like the use of computer games in learning mathematics, but the parents preferred conventional teaching approach, while the teachers did not go on to oppose the idea of using computer games for teaching mathematics.…”

Section: Related Workmentioning

confidence: 99%

Arithmetic Bird: a game for training mathematical operations

Aparício¹,

Silva²

2019

EAI Endorsed Transactions on Game-Based Learning

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We present a game for training main mathematical operations for elementary school students, mainly for the third and fourth-grade. The learning mechanisms used in the game were included in the game mechanics. The target audience evaluated the game and the results were positive, both in the gameplay and in the learning. Three groups were used to evaluate the learning: one control group that did not play the game, another group that played it in the school and the third group that played at home. The last two groups were used to compare the use of the game in scholar and in the home contexts. The first group was used to compare to the groups that played the game. The results showed that the use of the game has a positive effect on the improvement of the mental calculus rapidness of the players. The statistical analysis of the data showed a significant reduction of the time from pre-to post-test and Cohen's d value was used to evaluate the magnitude of the effect for each group analysed. Besides, we also observed that playing the game at school or at home has similar results. Therefore, the game can be an effective educational tool for students and teachers.

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Digital games and learning mathematics: Student, teacher and parent perspectives

Cited by 22 publications

References 30 publications

Digital game‐based learning in a Shanghai primary‐school mathematics class: A case study

Digital game‐based learning in a Shanghai primary‐school mathematics class: A case study

Numeracy Programming at Major Canadian Urban Libraries: An Exploratory Study

Arithmetic Bird: a game for training mathematical operations

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