In-Game Actions to Promote Game-Based Math Learning Engagement

Moon, Jewoong; Ke, Fengfeng

doi:10.1177/0735633119878611

Cited by 24 publications

(33 citation statements)

References 40 publications

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“…In addition, the Quizizz and Kahoot systems facilitated the observation and evaluation of student participation in learning activities. This outcome is consistent with that of Moon and Ke ( 2020 ), who identified digital games as generating a more enjoyable learning environment and increased engagement with learning materials. The competitive nature of the games encouraged students to participate, which bolstered their interest and engagement in learning.…”

Section: Discussionsupporting

confidence: 89%

Integrating ease of use and affordable gamification-based instruction into a remote learning environment

Zainuddin

2023

Asia Pacific Educ. Rev.

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Increasing student engagement and improving learning outcomes are ongoing issues in higher education worldwide. These issues were particularly pertinent during the COVID-19 pandemic when remote learning was selected as the primary instructional learning setting. This study aims to assess the impact of gamification-based quiz instruction in driving college students’ learning in an online class during the COVID-19 pandemic at a remote institution of higher education in Indonesia ( n = 68). The study employs an explanatory sequential mixed-method approach, including quasi-experimental research, quantitative surveys, and qualitative interviews. The findings indicate that the overall result of the four tests conducted during the intervention indicates a statistically significant difference among the three groups. The gamification-based quizzes increase student enthusiasm and improve learning outcomes. The study demonstrates the transformation induced by the ease of use and low cost of digital gaming platforms from mundane activities, such as listening to lectures on Zoom, to enjoyable educational gaming activities. The weekly gamification-based formative assessments using easy-to-use media significantly increase student engagement, critical and creative thinking, and information literacy during the learning process.

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Section: Discussionsupporting

confidence: 89%

Integrating ease of use and affordable gamification-based instruction into a remote learning environment

Zainuddin

2023

Asia Pacific Educ. Rev.

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“…Adopting the framework of evidence-centered design (ECD) (Mislevy et al, 2003), both researchers and game designers have investigated which in-situ contexts of students' gameplay can stimulate game-task performances and math-related learning engagement. Hence, scholars attempt to examine how students perform their game actions in GBL contexts (Abrahamson et al, 2018;Moon & Ke, 2019;Shute et al, 2016). Specifically, GBL research has focused on examining students' task performance and learning engagement as important indicators of their mindful learning through gameplay (Bontchev & Georgieva, 2018;Hamari et al, 2016).…”

Section: Backgroundsmentioning

confidence: 99%

Exploring the Relationships Among Middle School Students’ Peer Interactions, Task Efficiency, and Learning Engagement in Game-Based Learning

Moon

2020

Simulation & Gaming

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Background. Middle school students’ math anxiety and low engagement have been major issues in math education. In order to reduce their anxiety and support their math learning, game-based learning (GBL) has been implemented. GBL research has underscored the role of social dynamics to facilitate a qualitative understanding of students’ knowledge. Whereas students’ peer interactions have been deemed a social dynamic, the relationships among peer interaction, task efficiency, and learning engagement were not well understood in previous empirical studies. Method. This mixed-method research implemented E-Rebuild, which is a 3D architecture game designed to promote students’ math problem-solving skills. We collected a total of 102 50-minutes gameplay sessions performed by 32 middle school students. Using video-captured and screen-recorded gameplaying sessions, we implemented behavior observations to measure students’ peer interaction efficiency, task efficiency, and learning engagement. We used association analyses, sequential analysis, and thematic analysis to explain how peer interaction promoted students’ task efficiency and learning engagement. Results. Students’ peer interactions were negatively related to task efficiency and learning engagement. There were also different gameplay patterns by students’ learning/task-relevant peer-interaction efficiency (PIE) level. Students in the low PIE group tended to progress through game tasks more efficiently than those in the high PIE group. The results of qualitative thematic analysis suggested that the students in the low PIE group showed more reflections on game-based mathematical problem solving, whereas those with high PIE experienced distractions during gameplay. Discussion. This study confirmed that students’ peer interactions without purposeful and knowledge-constructive collaborations led to their low task efficiency, as well as low learning engagement. The study finding shows further design implications: (1) providing in-game prompts to stimulate students’ math-related discussions and (2) developing collaboration contexts that legitimize students’ interpersonal knowledge exchanges with peers.

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“…Multiple studies have applied cluster analysis and sequential analysis in investigating students’ behavioral patterns in DGBL (Hou, 2012; 2015; Hsu & Cheng, 2021; Hwang et al, 2017; Lin et al, 2015; Moon & Ke, 2020). For example, Hsu and Cheng (2021) employed both cluster and sequential analyses to find that students in the cluster of immersion experiences demonstrated in-game behavioral patterns of more heuristic and analogical thinking strategies than those in the cluster without immersion experiences.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Prior research reported that interacting with purposefully designed MERs in DGBL could improve students’ performance of mathematical problem solving (Bullock et al, 2021; Ke, 2019; Moyer-Packenham et al, 2019), performance of mental rotation (Ke, 2019; Ke & Clark, 2020), learning engagement (Moon & Ke, 2020), and mathematics connections (Moyer-Packenham et al, 2019). Thus, we speculate that there is a positive association between the use of MERs in DGBL and students’ mathematical learning outcomes (Moyer-Packenham et al, 2021).…”

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confidence: 99%

Patterns of Using Multimodal External Representations in Digital Game-Based Learning

Pan

Dai

2022

Journal of Educational Computing Research

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Although prior research has highlighted the significance of representations for mathematical learning, there is still a lack of research on how students use multimodal external representations (MERs) to solve mathematical tasks in digital game-based learning (DGBL) environments. This exploratory study was to examine the salient patterns problem solvers demonstrated using MERs when they engaged in a single-player, three-dimensional architecture game that requires the acquisition and application of math knowledge and thinking in game-based context problem solving. We recorded and systematically coded the behaviors of using MERs demonstrated by 20 university students during 1.5 hours of gameplay. We conducted both cluster and sequential analyses with a total of 2654 encoded behaviors. The study indicated that the maneuverable visual-spatial representation was most frequently used in the selected architecture game. All of the participants performed a high level of representational transformations, including both treatment and conversion transformations. However, compared to the students in the second cluster who were mostly non-game players, students in the first cluster (composed of mainly experienced video game players) displayed a higher frequency of interacting with various MERs and a more cautious and optimized reflective problem-solving process.

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In-Game Actions to Promote Game-Based Math Learning Engagement

Cited by 24 publications

References 40 publications

Integrating ease of use and affordable gamification-based instruction into a remote learning environment

Integrating ease of use and affordable gamification-based instruction into a remote learning environment

Exploring the Relationships Among Middle School Students’ Peer Interactions, Task Efficiency, and Learning Engagement in Game-Based Learning

Patterns of Using Multimodal External Representations in Digital Game-Based Learning

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