Digital Game-Based Learning and Learning Analytics in Mathematics

Autor/inn/en	Ramli, Izzat S. Mohd; Maat, Siti M.; Khalid, Fariza
Titel	Digital Game-Based Learning and Learning Analytics in Mathematics
Quelle	In: Pegem Journal of Education and Instruction, 13 (2022) 1, S.168-176 (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2146-0655
Schlagwörter	Computer Games; Educational Games; Game Based Learning; Learning Analytics; Mathematics Education; Electronic Learning; Elementary School Mathematics; Elementary School Students; Cognitive Processes; Difficulty Level; Mathematics Achievement; Prediction; Mathematics Instruction; Instructional Improvement; Instructional Effectiveness; Scores + Suchen Sie Ihr Suchwort? Computer game; Computerspiel; Computerspiele; Educational game; Lernspiel; Mathematische Bildung; Elementare Mathematik; Schulmathematik; Cognitive process; Kognitiver Prozess; Schwierigkeitsgrad; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Vorhersage; Mathematics lessons; Mathematikunterricht; Unterrichtsqualität; Unterrichtserfolg
Abstract	The boom of the 4.0 industrial revolution and the Covid-19 pandemic have changed the teaching and learning process, where digital learning environments have become increasingly necessary and convenient. The application of game-based learning (GBL) provides many benefits, such as helping to improve the quality of the mathematics teaching and learning process. This paper describes digital GBL with the application of Learning Analytics (LA) in a primary school and how the LA approach can enhance learning with GBL. GBL allows students to have more practice in their learning, while LA allows the data on teaching and learning materials to be recorded. The recorded data allows the teachers to systematically analyze them to keep track of students' learning performance. The use of LA is also useful to researchers and game designers. This paper has also proven the importance of the cognitive load theory and its application in GBL. It allows the use of GBL-based application to present learning information to cater to students' cognitive needs. This study involved sixty-four students from a rural primary school who participated in a 10-week GBL-based intervention. The results show that digital GBL helped increase the students' achievement in mathematics. Moreover, the LA process could be used as a mathematics achievement prediction model. In this regard, data on login frequency, duration of use, and the score to predict could be used to predict the intervention's impact on mathematics achievements. The study concludes by discussing the findings and their implications towards GBL and LA-based research and practice in mathematics teaching and learning. (As Provided).
Anmerkungen	Pegem Academy Publishing and Educational Guidance Services TLC. Mesrutiyet Caddesi, No: 45, Ankara, Kizilay 06420, Turkey. e-mail: editor@pegegog.net; Web site: https://www.pegegog.net/index.php/pegegog
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01