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

Autor/inn/en	Moon, Jewoong; Ke, Fengfeng
Titel	In-Game Actions to Promote Game-Based Math Learning Engagement
Quelle	In: Journal of Educational Computing Research, 58 (2020) 4, S.863-885 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Moon, Jewoong)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0735-6331
DOI	10.1177/0735633119878611
Schlagwörter	Educational Games; Game Based Learning; Mathematics Education; Learner Engagement; Middle School Students; Play; Computer Simulation; Mathematics Skills; Skill Development; Building Design + Suchen Sie Ihr Suchwort? Educational game; Lernspiel; Mathematische Bildung; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Spiel; Computergrafik; Computersimulation; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Kompetenzentwicklung; Qualifikationsentwicklung; Baugestaltung
Abstract	Game-based learning (GBL) has increasingly been used to promote students' learning engagement. Although prior GBL studies have highlighted the significance of learning engagement as a mediator of students' meaningful learning, the existing accounts failed to capture specific evidence of how exactly students' in-game actions in GBL enhance learning engagement. Hence, this mixed-method study was designed to examine whether middle school students' in-game actions are likely to promote certain types of learning engagement (i.e., content and cognitive engagement). This study used and examined the game "E-Rebuild," a single-player three-dimensional architecture game that requires learners' application of math knowledge. Using in-depth gameplay behavior analysis, this study sampled a total of 92 screen-recorded and video-captured gameplay sessions attended by 25 middle school students. We adopted two analytic approaches: sequential analysis and thematic analysis. Whereas sequential analysis explored which in-game actions by students were likely to promote each type of learning engagement, the thematic analysis depicted how certain gameplay contexts contributed to students' enhanced learning engagement. The study found that refugee allocation and material trading actions promoted students' content engagement, whereas using in-game building tools and learning support boosted their cognitive engagement. This study also found that students' learning engagement was associated with their development of mathematical thinking in a GBL context. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01