Efeitos da Construção de um Jogo Educativo de Matemática nas Atitudes e Aprendizagem Alunos: Estudo de Caso

Abstract

os-Montes e Alto Douro, Portugal 'attitudes towards mathematics, as well as, it contributes to develop students' motivation. In addition, the process of constructing the educational game points to an improvement in the learning of geometrical concepts inherent to the game, in a playful and dynamic way.

The Effect of the Educational Game, Reading-Writing-Game and Reading-Writing-Application Methods on Students' Social Skills, Attitudes Towards Science Course and School

“…Supporting each other's learning, and sharing achievement or failures among group members also contributed to this positive outcome. The results obtained align with prior research indicating the effectiveness of the eg method applied at the middle school level in enhancing students' attitudes toward the course (Aymen- Peker, 2018;Çelik, 2017;Eltem, 2018;Gürpınar, 2017;Nunes, et al, 2018). Conversely, findings from this study contradict research suggesting that digital games (Zheng, 2012) and video games (Shapiro, 2016) at the middle school and undergraduate levels, respectively, are ineffective in improving students' attitudes.…”

“…Upon reviewing the literature on Educational Games (eg) (Arıcı, 2017;Aymen-Peker, 2018;Boyce, 2016;Callaghan, et al, 2018;Can, 2017;Eltem, 2018;Espinoza-Morales, 2017;Gürpınar, 2017;Jefferson, 2015;Koka, 2018;Little, 2015;Martin, 2012;Martinez-Hernandez, 2010;Nunes, et al, 2018;Rouse, 2013;Stewart, 2013) and Cooperative Learning (Alghamdi, 2017;Avci, 2018;Barata-Aksoy, 2017;Fabian, et al, 2018;McCall, 2017;Rabgay, 2018;Wyman, 2018), it is evident that numerous studies have been conducted on both methods. However, the predominant focus of research in the literature has been on the impact of the eg and cooperative learning on academic development, with limited attention given to attitude and social skills.…”

Plickers to support similarities learning: An experience on 7th grade Portuguese basic education

“…mathematics or other applications (Silvestre & Jacinto, 2021). Hence our motivation to study this topic, in addition to the fact that this study is part of a more comprehensive research on the use of ES in the teaching of geometry and measurement (GM), having already published articles involving the use of Kahoot (Nunes et al, 2018), Modellus, Scratch (Nunes et al, 2020), GeoGebra, Texas Ti-Nsipre (Nunes et al, 2021b), Socrative, and Quizizz (Nunes et al, 2021a), among others. This work consists of a teaching experience in the 7th grade of Portuguese basic education, with the purpose, not only of exploring and describing implications at a behavioral level, but also in the students' learning, when faced with the adoption of a pedagogical practice that involves the use of ES Plickers, in the approach of contents of the theme similarities, of the domain GM.…”

Eği̇tsel Oyun, Okuma-Yazma-Oyun Ve Okuma-Yazma-Uygulama Yöntemleri̇ni̇n 6. Sinif Öğrenci̇leri̇ni̇n Fen Bi̇li̇mleri̇ Dersi̇nde Yaşadiklari Öğrenme Problemleri̇ni̇ Gi̇dermedeki̇ Etki̇si̇

“…Gerçekleştirilen araştırmalarda genel olarak başarı (Rouse, 2013;Abdul Jabbar ve Felicia, 2015;Little, 2015;Alıcı, 2016;Clark ve Killingsworth, 2016;Gençer, 2017;Gürpınar, 2017;Eltem, 2018;Koka, 2018;Nunes, Soares ve Catarino, 2018) ve oyun içi (akış) motivasyonunun (Toprac, 2008;Baisa, 2009;Zheng, 2012;Bressler, 2014) incelendiği belirlenmiş bu araştırmada ise diğer araştırmalardan farklı olarak başarının yanı sıra öğrenme motivasyonu, öğrenme kaygısı ve bilgilerin kalıcılığı üzerindeki etkileri araştırılmıştır.…”