Digital Learning Games for Mathematics and Computer Science Education: The Need for Preregistered RCTs, Standardized Methodology, and Advanced Technology

Abstract

In today's digital information society, mathematical and computational skills are becoming increasingly important. With the demand for mathematical and computational literacy rising, the question of how these skills can be effectively taught in schools is among the top priorities in education. Game-based learning promises to diversify education, increase students' interest and motivation, and offer positive and effective learning experiences. Especially digital game-based learning (DGBL) is considered an effective educational tool for improving education in classrooms of the future. Yet, learning is a complex psychological phenomenon and the effectiveness of digital games for learning cannot be taken for granted. This is partly due to a diversity of methodological approaches in the literature and partly due to theoretical and practical considerations. We present core elements of psychological theories of learning and derive arguments for and against DGBL and non-DGBL. We discuss previous literature on DGBL in mathematics education from a methodological point of view and infer the need for randomized controlled trials for effectiveness evaluations. To increase comparability of empirical results, we propose methodological standards for future educational research. The value of multidisciplinary research projects to advance the field of DGBL is discussed and a synergy of Affective Computing and Optimal Experimental Design (OED) techniques is proposed for the implementation of adaptive technologies in digital learning games. Finally, we make suggestions for game content, which would be suitable for preparing students for university-level mathematics and computer science education, and discuss the potential limitations of DGBL in the classroom.

Playing Entropy Mastermind can Foster Children’s Information-Theoretical Intuitions

“…Qualitatively, children reported that the game Entropy Mastermind was fun, and their verbal reports give evidence that the game fostered their intuitions about entropy: students repeatedly asked whether they could play the game again. This observation corroborates the finding in the literature that students enjoy gamified learning experiences (Bertram, 2020) and suggests that games can foster intuitive understanding of abstract concepts such as mathematical entropy. It is remarkable that we found this positive learning outcome in elementary school students, whose mathematical proficiency was far from understanding formulas as abstract as mathematical entropy at the time of data collection.…”

Analysis of the Use and Integration of the Flipped Learning Model, Project-Based Learning, and Gamification Methodologies by Secondary School Mathematics Teachers

“…Well designed, the games provide interactive, playful learning environments that facilitate the acquisition of self-directed skills by students [68], improve motivation, and reduce anxiety associated with learning mathematics [69]. With appropriate pedagogical criteria and the guidance of the mathematics teacher, gamification can significantly impact students' mathematical learning [70].…”

“…In the didactics of mathematics, most educational games focus on operations with numbers, algebra, geometry, measurement, data analysis, and probability [46]. Although the number of educational digital games for math learning [24] and programming [72] is significant, evidence-based digital learning games for science in elementary and secondary education are scarce [66,68]. Studies support their use in the classroom depending on the available ICT resources [73,74].…”

“…Numerous empirical studies highlight the advantages of learning through Gamification to affect the motivation, autonomy, and digital competence of mathematics students [25,65,68,76]. In contrast, other authors argue that Gamification mainly stimulates extrinsic motivation, negatively affecting intrinsic motivation [66,77,78].…”

“…On the other hand, in Gamification, a divergence between virtual and real interaction is observed, which can interfere with the students' learning process [77]. In addition, the costs derived from educational games and associated technologies can condition their use by teachers in the classroom [68]. However, some authors argue that this methodology should be applied by applying the game mechanics to motivate and involve students even when technological means are not available [66].…”