Exploring the Phenomenon of Distance in Children's Interactions with Touchscreen Digital Mathematics Games

Autor/inn/en	Tucker, Stephen I.; Moyer-Packenham, Patricia S.
Titel	Exploring the Phenomenon of Distance in Children's Interactions with Touchscreen Digital Mathematics Games
Quelle	In: International Journal of Mathematical Education in Science and Technology, 52 (2021) 10, S.1447-1471 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Tucker, Stephen I.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-739X
DOI	10.1080/0020739X.2020.1766140
Schlagwörter	Computer Games; Mathematics Instruction; Video Technology; Task Analysis; Correlation; Difficulty Level; Handheld Devices; Educational Technology; Computer Software; Grade 5; Elementary School Students; Psychomotor Skills; Vignettes; Instructional Design; Algebra; Teaching Methods + Suchen Sie Ihr Suchwort? Computer game; Computerspiel; Computerspiele; Mathematics lessons; Mathematikunterricht; Aufgabenanalyse; Korrelation; Schwierigkeitsgrad; Unterrichtsmedien; School year 05; 5. Schuljahr; Schuljahr 05; Psychomotorische Aktivität; Lesson concept; Lessonplan; Unterrichtsentwurf; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	This study examines the construct of distance -- the degree of difficulty of interacting with something -- as part of activity involving children using touchscreen digital games to learn mathematics. Ten fifth-grade children engaged in video-recorded semi-structured task-based interviews in which they used two touchscreen digital mathematics games on a touchscreen tablet and responded to semi-structured follow-up questions. Qualitative data analysis was iterative, featuring analytic memoing and eclectic coding techniques to identify themes related to distance. In advanced coding stages, magnitude coding was used to characterize the degree of distance present. Findings provide evidence of the presence of distance, changes in distance, and interactions between distance types throughout the activity. In particular, both mathematical distance and technological distance were present, changed in various ways, and often influenced each other. Implications include the relevance of distance for designing, implementing, and researching educational technology. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01