Educational Game and Intelligent Tutoring System

Abstract

Educational games and intelligent tutoring systems (ITS) both support learning by doing, although often in different ways. The current classroom experiment compared a popular commercial game for equation solving, DragonBox and a research-based ITS, Lynnette with respect to desirable educational outcomes. The 190 participating 7th and 8th grade students were randomly assigned to work with either system for 5 class periods. We measured out-of-system transfer of learning with a paper and pencil pre- and post-test of students’ equation-solving skill. We measured enjoyment and accuracy of self-assessment with a questionnaire. The students who used DragonBox solved many more problems and enjoyed the experience more, but the students who used Lynnette performed significantly better on the post-test. Our analysis of the design features of both systems suggests possible explanations and spurs ideas for how the strengths of the two systems might be combined. The study shows that intuitions about what works, educationally, can be fallible. Therefore, there is no substitute for rigorous empirical evaluation of educational technologies.

Concept Understanding and Mathematic Problem Solving Skills in Algebraic Materials: the Effect Of Dragonbox Game Assisted DMR Of Covid-19

“…Many similar studies using DragonBox as a learning medium have been carried out, namely (Cates, 2018;Long & Aleven, 2017;Siew et al, 2016;Sylviani & Permana, 2020;Teofani et al, 2020). However, there has not been a single study that specifically uses the DragonBox puzzle game media combined with the DRM learning model to see its effect on students' concepts understanding skills and mathematical problem-solving skills.…”

A Scalable Architecture for the Dynamic Deployment of Multimodal Learning Analytics Applications in Smart Classrooms

“…One of the main trends in education over the last decade has been the development of interactive environments that can be slowly introduced as part of the classroom or homework activities. Two of the most relevant tools for this purpose are Intelligent Tutoring Systems and Educational Games [41]. Most of the literature meta-reviews that have measured the effectiveness of such tools in the classroom [41,42] have reported positive effects.…”

“…Two of the most relevant tools for this purpose are Intelligent Tutoring Systems and Educational Games [41]. Most of the literature meta-reviews that have measured the effectiveness of such tools in the classroom [41,42] have reported positive effects. However, these studies also agree on the struggle that instructors face to effectively integrate these tools in their teaching and curriculum.…”

Designing for mathematical play: failure and feedback

“…Various studies by Aleven and colleagues have confirmed that students engaging with Lynnette demonstrate clear learning gains as evidenced through increased performance from formal paper and pencil pre-tests to post-tests Aleven, 2014, 2017). However, Lynnette is still a prototype (Long and Aleven, 2017), albeit a promising one, and consequently the following figures in this section vary in their still developing layout.…”