Literaturnachweis - Detailanzeige
| Autor/inn/en | Jarrah, Adeeb M.; Almassri, Haneen; Johnson, Jason D.; Wardat, Yousef |
|---|---|
| Titel | Assessing the Impact of Digital Games-Based Learning on Students' Performance in Learning Fractions Using (ABACUS) Software Application |
| Quelle | In: EURASIA Journal of Mathematics, Science and Technology Education, 18 (2022) 10, (10 Seiten)Infoseite zur Zeitschrift
PDF als Volltext kostenfreie Datei |
| Zusatzinformation | ORCID (Jarrah, Adeeb M.) ORCID (Almassri, Haneen) ORCID (Johnson, Jason D.) ORCID (Wardat, Yousef) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1305-8215 |
| Schlagwörter | Video Games; Game Based Learning; Mathematics Achievement; Fractions; Computer Software; Foreign Countries; Instructional Effectiveness; Problem Solving; Gender Differences; United Arab Emirates |
| Abstract | The United Arab Emirates' vision of the 2021 National agenda aimed that its students rank among the best in the world in mathematics and the sciences. However, fractions remain a challenging topic for both teachers and students. The purpose of this study was to investigate the impact of using digital games-based learning (ABACUS) on students' performance as they learn fractions. A quasi-experimental design was used in carrying out the research. All groups were pre- and post-tested to evaluate the effectiveness of the ABACUS active learning intervention. Eighty (n=80) student participants were divided randomly into a control (n=39) group and an experimental (n=41) group. Descriptive and inferential statistics were used to analyze the data from the pre- and post-tests. The results suggested that students in the post-test of the experimental group achieved a higher score than those in the control group. The findings of this study may provide mathematics teachers with an alternative method to teaching the concept of fractions. Additionally, the findings may also inspire or encourage curriculum planners to integrate digital games-based learning in educational settings. The study concluded with some implications and recommendations for future research. (As Provided). |
| Anmerkungen | Modestum. No: 1 Windrush Road, Hilton Derbyshire, DE65 5LB, UK. e-mail: ejmste@ejmste.com; Web site: https://www.ejmste.com/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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