A1 Refereed original research article in a scientific journal
Assessing fraction knowledge by a digital game
Authors: Manuel Ninaus, Kristian Kiili, Jake McMullen, Korbinian Moeller
Publisher: PERGAMON-ELSEVIER SCIENCE LTD
Publication year: 2017
Journal: Computers in Human Behavior
Journal name in source: COMPUTERS IN HUMAN BEHAVIOR
Journal acronym: COMPUT HUM BEHAV
Volume: 70
First page : 197
Last page: 206
Number of pages: 10
ISSN: 0747-5632
eISSN: 1873-7692
DOI: https://doi.org/10.1016/j.chb.2017.01.004
Abstract
Serious or educational games gain increasing research interest as tools to augment traditional instructional approaches on scholastic learning, especially in mathematics education. In this study, we investigated whether game-based approaches may not only be useful to foster numerical learning but may also be valid as an assessment tool. To measure their conceptual knowledge of fractions eleven-year-old students played a math game on tablet computers using tilt-control to navigate an avatar along a number line for a total of 30 min. Findings indicated that hallmark effects of fraction magnitude processing typically observed in basic research, such as the numerical distance effect, were successfully replicated using the game-based assessment. Moreover, fraction comparison performance as well as fraction estimation accuracy correlated significantly with students' math grades. Therefore, the results of the current study suggest that game-based learning environments for fraction education (even using tilt control) may also allow for a valid assessment of students' fraction knowledge. (C) 2017 Elsevier Ltd. All rights reserved.
Serious or educational games gain increasing research interest as tools to augment traditional instructional approaches on scholastic learning, especially in mathematics education. In this study, we investigated whether game-based approaches may not only be useful to foster numerical learning but may also be valid as an assessment tool. To measure their conceptual knowledge of fractions eleven-year-old students played a math game on tablet computers using tilt-control to navigate an avatar along a number line for a total of 30 min. Findings indicated that hallmark effects of fraction magnitude processing typically observed in basic research, such as the numerical distance effect, were successfully replicated using the game-based assessment. Moreover, fraction comparison performance as well as fraction estimation accuracy correlated significantly with students' math grades. Therefore, the results of the current study suggest that game-based learning environments for fraction education (even using tilt control) may also allow for a valid assessment of students' fraction knowledge. (C) 2017 Elsevier Ltd. All rights reserved.
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