Using video games to combine learning and assessment in mathematics education
DOI:
https://doi.org/10.17083/ijsg.v2i4.98Keywords:
Game, Mathematics, Learning, AssessmentAbstract
One problem with most education systems is that learning and (summative) assessment are generally treated as quite separate things in schools. We argue that video games can provide an opportunity to combine these processes in an engaging and effective way. The present study focuses on investigating the effectiveness and the assessment power of two different mathematics video games, Semideus and Wuzzit Trouble. In the current study, we validated the Semideus game as a rational number test instrument. We used it as a pre- and a post-test for a three-hour intervention in which we studied the effectiveness of Wuzzit Trouble, a game built on whole number arithmetic and designed to enhance mathematical thinking and problem solving skills. The results showed that (1) games can be used to assess mathematical knowledge validly, and (2) even short game-based interventions can be very effective. Based on the results, we argue that game-based assessment can create a more complete picture of mathematical knowledge than simply measuring students' accuracy, providing indicators of student misconceptions and conceptual change processesReferences
[1] Parsons, S., Bynner, J., Does numeracy matter more? London: National Research and Development Centre for Adult Literacy and Numeracy, 2005.
[2] Gee, J. P., What Video Games Have to Teach Us about Learning and Literacy. NY: Macmillan, 2003.
[3] Squire, K., Video Games Literacy: a literacy of expertise, In J. Coiro, M. Knobel, D. Leu & C. Lankshear (Eds) Handbook of Research on New Media Literacies. New York: Macmillan, 2008.
[4] Devlin, K. J., Mathematics Education for a New Era: Video Games as a Medium for Learning. AK Peters Ltd, 2011. http://dx.doi.org/10.1201/b10816
[5] Jere-Folotiya, J., Chansa-Kabali, T., Munachaka, J. C., Sampa, F., Yalukanda, C., Westerholm, J., Lyytinen, H., The effect of using a mobile literacy game to improve literacy levels of grade one students in Zambian schools. Educational Technology Research and Development, 62(4), 417-436, 2014. http://dx.doi.org/10.1007/s11423-014-9342-9
[6] Clark, D. B., Tanner-Smith, E. E., Killingsworth, S. S., Digital Games, Design, and Learning A Systematic Review and Meta-Analysis. Review of educational research, 0034654315582065, 2015.
[7] Wouters, P., van Nimwegen, C., van Oostendorp, H., van der Spek, E. D., A meta-analysis of the cognitive and motivational effects of serious games. Journal of Educational Psychology, 105(2), 249, 2013.
[8] Shin, N., Sutherland, L. M., Norris, C. A., Soloway, E., Effects of game technology on elementary student learning in mathematics. British Journal of Educational Technology, 43(4), 540-560, 2012. http://dx.doi.org/10.1111/j.1467-8535.2011.01197.x
[9] Kiili, K., Perttula, A., Lindstedt, A., Arnab, S., Suominen, M., Flow Experience as a Quality Measure in Evaluating Physically Activating Collaborative Serious Games. International Journal of Serious Games, 1(3), 2014. http://dx.doi.org/10.17083/ijsg.v1i3.23
[10] Connolly, T. M., Boyle, E. A., MacArthur, E., Hainey, T., Boyle, J. M., A systematic literature review of empirical evidence on computer games and serious games. Computers & Education, 59(2), 661-686, 2012. http://dx.doi.org/10.1016/j.compedu.2012.03.004
[11] Whitton, N., Game engagement theory and adult learning. Simulation & Gaming, 42(5) 596–609, 2011. http://dx.doi.org/10.1177/1046878110378587
[12] Mayer, I., Bekebrede, G., Harteveld, C., Warmelink, H., Zhou, Q., van Ruijven, T., Wenzler, I., The research and evaluation of serious games: Toward a comprehensive methodology. BJET, 2013.
[13] Chang, M., Evans, M. A., Kim, S., Norton, A., Samur, Y., Differential effects of learning games on mathematics proficiency. Educational Media International, 52(1), 47-57, 2015. http://dx.doi.org/10.1080/09523987.2015.1005427
[14] Adams, D. M., Mayer, R. E., MacNamara, A., Koenig, A., Wainess, R., Narrative games for learning: Testing the discovery and narrative hypotheses. Journal of educational psychology, 104(1), 235, 2012. http://dx.doi.org/10.1037/a0025595
[15] Bellotti, F., Berta, R., De Gloria, A., Designing effective serious games: opportunities and challenges for research. International Journal of Emerging Technologies in Learning (iJET), 5(SI3), 22-35, 2010. http://dx.doi.org/10.3991/ijet.v5s3.1500
[16] Ketamo, H., Devlin, K., Replacing PISA With Global Game Based Assessment. In ECGBL2014-8th European Conference on Games Based Learning: ECGBL2014 (p. 258). Academic Conferences and Publishing International, 2014.
[17] Riconscente, M., Mobile learning game improves 5th graders’ fractions knowledge and attitudes. Los Angeles: GameDesk Institute, 2011.
[18] Shute, V. J., Ventura, M., Kim, Y. J. , Assessment and learning of informal physics in Newton's playground. Journal of Educational Research, 106(6), 423–430, 2013. http://dx.doi.org/10.1080/00220671.2013.832970
[19] Bellotti, F., Kapralos, B., Lee, K., Moreno-Ger, P., & Berta, R., Assessment in and of serious games: an overview. Advances in Human-Computer Interaction, 1, 2013. http://dx.doi.org/10.1155/2013/136864
[20] Shute, V. J., Ventura, M., Bauer, M., Zapata-Rivera, D., Melding the power of serious games and embedded assessment to monitor and foster learning. Serious games: Mechanisms and effects, 2, 295-321, 2009.
[21] The US National Research Council, Adding It Up: Helping Children Learn Mathematics. Washington, DC: National Academies Press: National Academy Press, pp. 1–462, 2001.
[22] Pope, H., Mangram, C., Wuzzit Trouble: The Influence of a Digital Math Game on Student Number Sense. Internationa Journal of Serious Games, Vol. 2, Nr. 4, December 2015.
[23] Siegler, R. S., Thompson, C. A., Schneider, M., An integrated theory of whole number and fractions development. Cognitive psychology, 62(4), 273-296, 2011. http://dx.doi.org/10.1016/j.cogpsych.2011.03.001
[24] Torbeyns, J., Schneider, M., Xin, Z., Siegler, R. S., Bridging the gap: Fraction understanding is central to mathematics achievement in students from three different continents. Learning and Instruction, 37, 5-13, 2015. http://dx.doi.org/10.1016/j.learninstruc.2014.03.002
[25] Van Hoof, J. Verschaffel, L., Van Dooren, W. Number sense in the transition from natural to rational numbers. In D.M. Gomez Rojas (Chair), Living apart together? The long and winding road from natural to rational number understanding. Symposium conducted at the biennial meeting of the European Association for Research on Learning and Instruction (EARLI), 2015.
[26] Bailey, D. H., Hoard, M. K., Nugent, L., Geary, D. C., Competence with fractions predicts gains in mathematics achievement. Journal of experimental child psychology, 113(3), 447-455, 2012. http://dx.doi.org/10.1016/j.jecp.2012.06.004
[27] Siegler, R. S., Duncan, G. J., Davis-Kean, P. E., Duckworth, K., Claessens, A., Engel, M., ... Chen, M., Early predictors of high school mathematics achievement. Psychological science, 23(7), 691-697, 2012. http://dx.doi.org/10.1177/0956797612440101
[28] Siegler, R. S., Fazio, L. K., Bailey, D. H., Zhou, X., Fractions: the new frontier for theories of numerical development. Trends in cognitive sciences,17(1), 13-19, 2013. http://dx.doi.org/10.1016/j.tics.2012.11.004
[29] Stafylidou, S., Vosniadou, S., The development of students’ understanding of the numerical value of fractions. Learning and instruction,14(5), 503-518, 2004. http://dx.doi.org/10.1016/j.learninstruc.2004.06.015
[30] Vamvakoussi, X., Vosniadou, S., How many decimals are there between two fractions? Aspects of secondary school students’ understanding of rational numbers and their notation. Cognition and instruction, 28(2), 181-209, 2010. http://dx.doi.org/10.1080/07370001003676603
[31] Bailey, D. H., Siegler, R. S., Geary, D. C., Early predictors of middle school fraction knowledge. Developmental science, 17(5), 775-785, 2014. http://dx.doi.org/10.1111/desc.12155
[32] DeWolf, M., Vosniadou, S., The representation of fraction magnitudes and the whole number bias reconsidered. Learning and Instruction, 37, 39-49, 2015. http://dx.doi.org/10.1016/j.learninstruc.2014.07.002
[33] Ni, Y., Zhou, Y. D., Teaching and learning fraction and rational numbers: The origins and implications of whole number bias. Educational Psychologist, 40(1), 27-52, 2005. http://dx.doi.org/10.1207/s15326985ep4001_3
[34] Alibali, M. W., Sidney, P. G., Variability in the natural number bias: Who, when, how, and why. Learning and Instruction, 37, 56-61, 2015. http://dx.doi.org/10.1016/j.learninstruc.2015.01.003
[35] Fuchs, L.S. et al., Improving at-risk learners' understanding of fractions. Journal of Educational Psychology, 105, 683, 2013. http://dx.doi.org/10.1037/a0032446
[36] Barth, H.C., Paladino, A.M., The development of numerical estimation: Evidence against a representational shift, Developmental science, 14, 125–135, 2011. http://dx.doi.org/10.1111/j.1467-7687.2010.00962.x
[37] Link, T., Huber, S., Nuerk, H.-C., Moeller, K., Unbounding the mental number line - new evidence on children’s spatial representation of numbers, Frontiers in Psychology, 4 (1021), 2014. http://dx.doi.org/10.3389/fpsyg.2013.01021
[38] Durkin, K., Rittle-Johnson, B., Diagnosing misconceptions: Revealing changing decimal fraction knowledge. Learning and Instruction, 37, 21-29, 2015. http://dx.doi.org/10.1016/j.learninstruc.2014.08.003
[39] Pouw, W. T., Van Gog, T., Paas, F., An embedded and embodied cognition review of instructional manipulatives. Educational Psychology Review,26(1), 51-72, 2014. http://dx.doi.org/10.1007/s10648-014-9255-5
[40] Csikszentmihalyi, M., Flow: The Psychology of Optimal Experience. Harper Perennial, New York, 1991.
[41] McMullen, J., Laakkonen, E., Hannula-Sormunen, M., Lehtinen, E., Modeling the developmental trajectories of rational number concept (s).Learning and Instruction, 37, 14-20, 2015. http://dx.doi.org/10.1016/j.learninstruc.2013.12.004
[42] Razali, N. M., Wah, Y. B., Power comparisons of shapiro-wilk, kolmogorov-smirnov, lilliefors and anderson-darling tests. Journal of Statistical Modeling and Analytics, 2(1), 21-33, 2011.
[43] Doane, D. P., Seward, L. E., Measuring skewness: a forgotten statistic. Journal of Statistics Education, 19(2), 1-18, 2011.
[44] Kerlinger, Kerlinger, F. Foundations of behavioral research (3rd ed.). Harcourt Brace Jovanovich, Orlando, FL, 1986.
[45] Depaepe, F., Torbeyns, J., Vermeersch, N., Janssens, D., Janssen, R., Kelchtermans, G., Van Dooren, W., Teachers' content and pedagogical content knowledge on rational numbers: A comparison of prospective elementary and lower secondary school teachers. Teaching and Teacher Education, 47, 82-92, 2015. http://dx.doi.org/10.1016/j.tate.2014.12.009
[46] Anastasi, A. Psychological testing (6th ed.). Macmillan, New York, 1988.
[2] Gee, J. P., What Video Games Have to Teach Us about Learning and Literacy. NY: Macmillan, 2003.
[3] Squire, K., Video Games Literacy: a literacy of expertise, In J. Coiro, M. Knobel, D. Leu & C. Lankshear (Eds) Handbook of Research on New Media Literacies. New York: Macmillan, 2008.
[4] Devlin, K. J., Mathematics Education for a New Era: Video Games as a Medium for Learning. AK Peters Ltd, 2011. http://dx.doi.org/10.1201/b10816
[5] Jere-Folotiya, J., Chansa-Kabali, T., Munachaka, J. C., Sampa, F., Yalukanda, C., Westerholm, J., Lyytinen, H., The effect of using a mobile literacy game to improve literacy levels of grade one students in Zambian schools. Educational Technology Research and Development, 62(4), 417-436, 2014. http://dx.doi.org/10.1007/s11423-014-9342-9
[6] Clark, D. B., Tanner-Smith, E. E., Killingsworth, S. S., Digital Games, Design, and Learning A Systematic Review and Meta-Analysis. Review of educational research, 0034654315582065, 2015.
[7] Wouters, P., van Nimwegen, C., van Oostendorp, H., van der Spek, E. D., A meta-analysis of the cognitive and motivational effects of serious games. Journal of Educational Psychology, 105(2), 249, 2013.
[8] Shin, N., Sutherland, L. M., Norris, C. A., Soloway, E., Effects of game technology on elementary student learning in mathematics. British Journal of Educational Technology, 43(4), 540-560, 2012. http://dx.doi.org/10.1111/j.1467-8535.2011.01197.x
[9] Kiili, K., Perttula, A., Lindstedt, A., Arnab, S., Suominen, M., Flow Experience as a Quality Measure in Evaluating Physically Activating Collaborative Serious Games. International Journal of Serious Games, 1(3), 2014. http://dx.doi.org/10.17083/ijsg.v1i3.23
[10] Connolly, T. M., Boyle, E. A., MacArthur, E., Hainey, T., Boyle, J. M., A systematic literature review of empirical evidence on computer games and serious games. Computers & Education, 59(2), 661-686, 2012. http://dx.doi.org/10.1016/j.compedu.2012.03.004
[11] Whitton, N., Game engagement theory and adult learning. Simulation & Gaming, 42(5) 596–609, 2011. http://dx.doi.org/10.1177/1046878110378587
[12] Mayer, I., Bekebrede, G., Harteveld, C., Warmelink, H., Zhou, Q., van Ruijven, T., Wenzler, I., The research and evaluation of serious games: Toward a comprehensive methodology. BJET, 2013.
[13] Chang, M., Evans, M. A., Kim, S., Norton, A., Samur, Y., Differential effects of learning games on mathematics proficiency. Educational Media International, 52(1), 47-57, 2015. http://dx.doi.org/10.1080/09523987.2015.1005427
[14] Adams, D. M., Mayer, R. E., MacNamara, A., Koenig, A., Wainess, R., Narrative games for learning: Testing the discovery and narrative hypotheses. Journal of educational psychology, 104(1), 235, 2012. http://dx.doi.org/10.1037/a0025595
[15] Bellotti, F., Berta, R., De Gloria, A., Designing effective serious games: opportunities and challenges for research. International Journal of Emerging Technologies in Learning (iJET), 5(SI3), 22-35, 2010. http://dx.doi.org/10.3991/ijet.v5s3.1500
[16] Ketamo, H., Devlin, K., Replacing PISA With Global Game Based Assessment. In ECGBL2014-8th European Conference on Games Based Learning: ECGBL2014 (p. 258). Academic Conferences and Publishing International, 2014.
[17] Riconscente, M., Mobile learning game improves 5th graders’ fractions knowledge and attitudes. Los Angeles: GameDesk Institute, 2011.
[18] Shute, V. J., Ventura, M., Kim, Y. J. , Assessment and learning of informal physics in Newton's playground. Journal of Educational Research, 106(6), 423–430, 2013. http://dx.doi.org/10.1080/00220671.2013.832970
[19] Bellotti, F., Kapralos, B., Lee, K., Moreno-Ger, P., & Berta, R., Assessment in and of serious games: an overview. Advances in Human-Computer Interaction, 1, 2013. http://dx.doi.org/10.1155/2013/136864
[20] Shute, V. J., Ventura, M., Bauer, M., Zapata-Rivera, D., Melding the power of serious games and embedded assessment to monitor and foster learning. Serious games: Mechanisms and effects, 2, 295-321, 2009.
[21] The US National Research Council, Adding It Up: Helping Children Learn Mathematics. Washington, DC: National Academies Press: National Academy Press, pp. 1–462, 2001.
[22] Pope, H., Mangram, C., Wuzzit Trouble: The Influence of a Digital Math Game on Student Number Sense. Internationa Journal of Serious Games, Vol. 2, Nr. 4, December 2015.
[23] Siegler, R. S., Thompson, C. A., Schneider, M., An integrated theory of whole number and fractions development. Cognitive psychology, 62(4), 273-296, 2011. http://dx.doi.org/10.1016/j.cogpsych.2011.03.001
[24] Torbeyns, J., Schneider, M., Xin, Z., Siegler, R. S., Bridging the gap: Fraction understanding is central to mathematics achievement in students from three different continents. Learning and Instruction, 37, 5-13, 2015. http://dx.doi.org/10.1016/j.learninstruc.2014.03.002
[25] Van Hoof, J. Verschaffel, L., Van Dooren, W. Number sense in the transition from natural to rational numbers. In D.M. Gomez Rojas (Chair), Living apart together? The long and winding road from natural to rational number understanding. Symposium conducted at the biennial meeting of the European Association for Research on Learning and Instruction (EARLI), 2015.
[26] Bailey, D. H., Hoard, M. K., Nugent, L., Geary, D. C., Competence with fractions predicts gains in mathematics achievement. Journal of experimental child psychology, 113(3), 447-455, 2012. http://dx.doi.org/10.1016/j.jecp.2012.06.004
[27] Siegler, R. S., Duncan, G. J., Davis-Kean, P. E., Duckworth, K., Claessens, A., Engel, M., ... Chen, M., Early predictors of high school mathematics achievement. Psychological science, 23(7), 691-697, 2012. http://dx.doi.org/10.1177/0956797612440101
[28] Siegler, R. S., Fazio, L. K., Bailey, D. H., Zhou, X., Fractions: the new frontier for theories of numerical development. Trends in cognitive sciences,17(1), 13-19, 2013. http://dx.doi.org/10.1016/j.tics.2012.11.004
[29] Stafylidou, S., Vosniadou, S., The development of students’ understanding of the numerical value of fractions. Learning and instruction,14(5), 503-518, 2004. http://dx.doi.org/10.1016/j.learninstruc.2004.06.015
[30] Vamvakoussi, X., Vosniadou, S., How many decimals are there between two fractions? Aspects of secondary school students’ understanding of rational numbers and their notation. Cognition and instruction, 28(2), 181-209, 2010. http://dx.doi.org/10.1080/07370001003676603
[31] Bailey, D. H., Siegler, R. S., Geary, D. C., Early predictors of middle school fraction knowledge. Developmental science, 17(5), 775-785, 2014. http://dx.doi.org/10.1111/desc.12155
[32] DeWolf, M., Vosniadou, S., The representation of fraction magnitudes and the whole number bias reconsidered. Learning and Instruction, 37, 39-49, 2015. http://dx.doi.org/10.1016/j.learninstruc.2014.07.002
[33] Ni, Y., Zhou, Y. D., Teaching and learning fraction and rational numbers: The origins and implications of whole number bias. Educational Psychologist, 40(1), 27-52, 2005. http://dx.doi.org/10.1207/s15326985ep4001_3
[34] Alibali, M. W., Sidney, P. G., Variability in the natural number bias: Who, when, how, and why. Learning and Instruction, 37, 56-61, 2015. http://dx.doi.org/10.1016/j.learninstruc.2015.01.003
[35] Fuchs, L.S. et al., Improving at-risk learners' understanding of fractions. Journal of Educational Psychology, 105, 683, 2013. http://dx.doi.org/10.1037/a0032446
[36] Barth, H.C., Paladino, A.M., The development of numerical estimation: Evidence against a representational shift, Developmental science, 14, 125–135, 2011. http://dx.doi.org/10.1111/j.1467-7687.2010.00962.x
[37] Link, T., Huber, S., Nuerk, H.-C., Moeller, K., Unbounding the mental number line - new evidence on children’s spatial representation of numbers, Frontiers in Psychology, 4 (1021), 2014. http://dx.doi.org/10.3389/fpsyg.2013.01021
[38] Durkin, K., Rittle-Johnson, B., Diagnosing misconceptions: Revealing changing decimal fraction knowledge. Learning and Instruction, 37, 21-29, 2015. http://dx.doi.org/10.1016/j.learninstruc.2014.08.003
[39] Pouw, W. T., Van Gog, T., Paas, F., An embedded and embodied cognition review of instructional manipulatives. Educational Psychology Review,26(1), 51-72, 2014. http://dx.doi.org/10.1007/s10648-014-9255-5
[40] Csikszentmihalyi, M., Flow: The Psychology of Optimal Experience. Harper Perennial, New York, 1991.
[41] McMullen, J., Laakkonen, E., Hannula-Sormunen, M., Lehtinen, E., Modeling the developmental trajectories of rational number concept (s).Learning and Instruction, 37, 14-20, 2015. http://dx.doi.org/10.1016/j.learninstruc.2013.12.004
[42] Razali, N. M., Wah, Y. B., Power comparisons of shapiro-wilk, kolmogorov-smirnov, lilliefors and anderson-darling tests. Journal of Statistical Modeling and Analytics, 2(1), 21-33, 2011.
[43] Doane, D. P., Seward, L. E., Measuring skewness: a forgotten statistic. Journal of Statistics Education, 19(2), 1-18, 2011.
[44] Kerlinger, Kerlinger, F. Foundations of behavioral research (3rd ed.). Harcourt Brace Jovanovich, Orlando, FL, 1986.
[45] Depaepe, F., Torbeyns, J., Vermeersch, N., Janssens, D., Janssen, R., Kelchtermans, G., Van Dooren, W., Teachers' content and pedagogical content knowledge on rational numbers: A comparison of prospective elementary and lower secondary school teachers. Teaching and Teacher Education, 47, 82-92, 2015. http://dx.doi.org/10.1016/j.tate.2014.12.009
[46] Anastasi, A. Psychological testing (6th ed.). Macmillan, New York, 1988.
Downloads
Published
2015-12-07
Issue
Section
Special Issue on Digital Games for Learning Mathematics
License
IJSG copyright information is provided here.
How to Cite
Using video games to combine learning and assessment in mathematics education. (2015). International Journal of Serious Games, 2(4). https://doi.org/10.17083/ijsg.v2i4.98
