Digital games and learning mathematics: Student, teacher and parent perspectives
DOI:
https://doi.org/10.17083/ijsg.v3i4.112Keywords:
mathematics, digital games, motivation, attitude, digital nativeAbstract
The purpose of this study was to explore the potential use of digital games in learning mathematics at secondary school level in Malaysia. Three secondary school students, three mathematics teachers and three parents were interviewed in this study. All the participants were asked for their views and experiences in mathematics, technology usage and the use of digital games in learning mathematics. The results suggested that students were supportive and positive towards the use of computer games in learning mathematics. Nevertheless, parents preferred conventional teaching approach, in which they recognized personal communication and socialization as a significant component in learning. Although the teachers did not go on to oppose the idea of using computer games for teaching mathematics, they still perceived the use of discursive approaches as the best teaching approach for learning mathematics with digital technologies at best a possible additional complementary feature. In view of that, the combination of classroom teaching and computer games might the best mathematics pedagogy.
References
[1] Ke, F., “A case study of computer gaming for math: Engaged learning from gameplay?,” Comput. Educ., vol. 51, no. 4, pp. 1609–1620, Dec. 2008. https://doi.org/10.1016/j.compedu.2008.03.003
[2] Ke, F., “A Qualitative Meta-Analysis of Computer Games as Learning Tools,” in Handbook of Research on Effective Electronic Gaming in Education, R. Ferdig, Ed. Hershey, PA: Information Science Reference, 2009, pp. 1–32. https://doi.org/10.4018/978-1-59904-808-6.ch001
[3] Mayer, R., “Cognitive, metacognitive, and motivational aspects of problem solving,” Instr. Sci., vol. 26, no. 1, pp. 49–63, 1998. https://doi.org/10.1023/A:1003088013286
[4] McLeod, D. B., “Research on affect in mathematics education: A reconceptualization,” in Handbook of research on mathematics teaching and learning: A project of the National Council of Teachers of Mathematics, D. A. Grouws, Ed. New York: MacMillan, 1992, pp. 575–596.
[5] Chamberlin, S. A., “A review of instruments created to assess affect in mathematics,” J. Math. Educ., vol. 3, no. 1, pp. 167–182, 2010.
[6] Vale, C. “Trends and factors concerning gender and mathematics in Australasia,” in 11th International Congress on Mathematical Education, 2008.
[7] Barkatsas, A., Kasimatis, K., and Gialamas, V., “Learning secondary mathematics with technology: Exploring the complex interrelationship between students’ attitudes, engagement, gender and achievement,” Comput. Educ., vol. 52, no. 3, pp. 562–570, Apr. 2009. https://doi.org/10.1016/j.compedu.2008.11.001
[8] Artzt, A. F. and Armour-Thomas, E., “Mathematical problem solving in small groups: Exploring the interplay of students’ metacognitive behaviors, perceptions, and ability levels,” J. Math. Behav., vol. 16, no. 1, pp. 63–74, 1997. https://doi.org/10.1016/S0732-3123(97)90008-0
[9] Yaratan, H. and Kasapo?lu, L.,“ Eighth Grade Students’ Attitude, Anxiety, and Achievement Pertaining to Mathematics Lessons,” Procedia - Soc. Behav. Sci., vol. 46, pp. 162–171, Jan. 2012. https://doi.org/10.1016/j.sbspro.2012.05.087
[10] Marchis, I., “Factors that influence secondary school students’ attitude to mathematics,” Procedia - Soc. Behav. Sci., vol. 29, no. 1, pp. 786–793, Jan. 2011. https://doi.org/10.1016/j.sbspro.2011.11.306
[11] Pierce, R., Stacey, K., and Barkatsas, A., “A scale for monitoring students’ attitudes to learning mathematics with technology,” Comput. Educ., vol. 48, no. 2, pp. 285–300, Feb. 2007. https://doi.org/10.1016/j.compedu.2005.01.006
[12] Pea, R., “Cognitive technologies for mathematics education,” in Cognitive science and mathematics education, A. H. Schoenfeld, Ed. Hillsdale, NJ: Lawrence Erlbaum Associates Publishers, 1987, pp. 89–122.
[13] Chang, S. H., “Learning mathematics through computer games,” in Proceedings of the 14th Asian Technology Conference in Mathematics, 2009, pp. 168–177.
[14] Offenholley, K., “Toward an Analysis of Video Games for Mathematics Education,” J. Math. Educ. Teach. Coll., vol. 2, no. 2, pp. 45–48, 2011.
[15] Phaire, C. B., “Video Games and Mathematics Education: Studying Commercial Sports Video Games to Identify the Potential for Learning and Thinking About Mathematics,” in Proceedings of the Ninth International Conference Mathematics Education in a Global Community, 2007, pp. 1993–1995.
[16] Prensky, M., “Digital game-based learning,” Comput. Entertain., vol. 1, no. 1, p. 21, Oct. 2003. https://doi.org/10.1145/950566.950596
[17] Wishart, J. “Cognitive factors related to user involvement with computers and their effects upon learning from an educational computer game,” Comput. Educ., vol. 15, no. 1, pp. 145–150, 1990. https://doi.org/10.1016/0360-1315(90)90140-3
[18] Becker, K. “Teaching with games: The Minesweeper and Asteroids experience,” J. Comput. Sci. Coll., vol. 17, no. 2, pp. 23–33, 2001.
[19] Rosas, R., Nussbaum, M., Cumsille, P., Marianov, V., Correa, M., Flores, P., Grau, V., Lagos, F., López, X., López, V., Rodriguez, P., and Salinas, M., “Beyond Nintendo: design and assessment of educational video games for first and second grade students,” Comput. Educ., vol. 40, no. 1, pp. 71–94, Jan. 2003. https://doi.org/10.1016/S0360-1315(02)00099-4
[20] Mokka, S., Väätänen, A., Heinilä, J., and Välkkynen, P., “Fitness Computer Game with a Bodily User Interface,” in Proceedings of the 2nd International Conference on Entertainment Computing, 2003, pp. 1–3.
[21] Natvig, L. and Line, S.,“Age of computers,” ACM SIGCSE Bull., vol. 36, no. 3, pp. 107–111, Sep. 2004. https://doi.org/10.1145/1026487.1008026
[22] Y. Cai, B. Lu, Z. Fan, C. Indhumathi, K. T. Lim, C. W. Chan, Y. Jiang, and L. Li, “Bio-edutainment: Learning life science through X gaming,” Comput. Graph., vol. 30, no. 1, pp. 3–9, Feb. 2006. https://doi.org/10.1016/j.cag.2005.10.003
[23] Ebner, M. and Holzinger, A., “Successful implementation of user-centered game based learning in higher education: An example from civil engineering,” Comput. Educ., vol. 49, no. 3, pp. 873–890, Nov. 2007. https://doi.org/10.1016/j.compedu.2005.11.026
[24] Becker, K., “Digital game-based learning once removed: Teaching teachers,” Br. J. Educ. Technol., vol. 38, no. 3, pp. 478–488, May 2007. https://doi.org/10.1111/j.1467-8535.2007.00711.x
[25] Zevenbergen, R., “Reforming mathematics education: A case study within the context of new times,” in Proceedings of the 26th Annual Conference of the Mathematics Education Research Group of Australasia, 2003.
[26] Zevenbergen, R., “Technologising Numeracy: Intergenerational differences in working mathematically in new times,” Educ. Stud. Math. Educ., vol. 56, no. 1, pp. 97–117, 2004. https://doi.org/10.1023/B:EDUC.0000028399.76056.91
[27] Prensky, M., “Digital Natives, Digital Immigrants,” Horiz. (MCB Univ. Press., vol. 9, no. 5, pp. 1–6, 2001.
[28] Cheah P. K., and Merican, A. M., “Education Policy: A Case Study of Digitizing Education in Malaysia,” Procedia - Soc. Behav. Sci., vol. 69, no. 1, pp. 1714–1718, Dec. 2012. https://doi.org/10.1016/j.sbspro.2012.12.119
[29] Shafie A., and Wan Ahmad, W. F., “Design and Heuristic Evaluation of MathQuest: A Role-Playing Game for Numbers,” Procedia - Soc. Behav. Sci., vol. 8, pp. 620–625, Jan. 2010. https://doi.org/10.1016/j.sbspro.2010.12.086
[30] Latif, R. A., “Understanding Malaysian students as gamers: experience,” in Proceedings of the 2nd international conference on Digital interactive media in entertainment and arts - DIMEA ’07, 2007, pp. 137–141. https://doi.org/10.1145/1306813.1306843
[31] Johnson B., and Christensen, L. Educational Research Quantitative, Qualitative and Mixed Approaches. Thousand Oaks, CA: Sage Publications, 2008.
[32] Fraenkel, J. R. and Wallen, N. E., How to Design and Evaluate Research in Education, 6th ed. Boston: McGraw-Hill, 2006.
[33] Gall, M. D., Borg, W. R., and Gall, J. P., Educational Research: An introduction, 6th ed. White Plains, New York: Longman Publishers, 1996.
[34] Papalouka, A., “Secondary teachers’ understandings of dyslexia in England and Greece,” Doctroral Dissertation. University of Nottingham, 2011.
[35] Patton, M. Q., Qualitative Evaluation Methods. Beverly Hills, CA: Sage Publications, 1980.
[36] Cohen, L., Manion, L., and Morrison, K.,Research Methods in Education, 6th ed. New York: Routledge, 2007.
[37] Morse, J. M., “Determining sample size,” Qual. Health Res., vol. 10, no. 1, pp. 3–5, 2000. https://doi.org/10.1177/104973200129118183
[38] Mertens, D. M., Research and Evaluation in Education and Psychology, 3rd ed. United States: Sage Publications, Inc., 2010.
[39] Morse, J., “Designing Funded Qualitative Research,” in Handbook of Qualitative Research, N. K. Denzin and Y. S. Lincoln, Eds. Thousand Oak, CA: Sage Publications, 1994, pp. 220–235.
[40] Creswell, J. W., Qualitative inquiry and research design: Choosing among five traditions. Thousand Oaks, CA: Sage, 1998.
[41] Sandelowski, M., “Sample size in qualitative research,” Res. Nurs. Health, vol. 18, no. 2, pp. 179–183, 1995. https://doi.org/10.1002/nur.4770180211
[42] Amoah, S. A., “The reflective and collaborative practices of teachers in Ghanaian basic schools: A case study,” Doctoral Dissertation. University of Nottingham, 2011.
[43] Minott, M. A., “Reflection and Reflective Teaching A Case Study of Four Seasoned Teachers in the Cayman Islands,” Doctoral Dissertation. University of Nottingham, 2006.
[44] Mason, M., “Sample Size and Saturation in PhD Studies Using Qualitative Interviews,” Forum Qual. Sozialforschun/ Forum Qual. Soc. Res., vol. 11, no. 3, 2010.
[45] Elliot A. J., and Harackiewicz, J. M., “Goal setting, achievement orientation, and intrinsic motivation: A mediational analysis.,” J. Pers. Soc. Psychol., vol. 66, no. 5, pp. 968–980, 1994. https://doi.org/10.1037/0022-3514.66.5.968
[46] Awanta, E. K., “Students’ Views of Mathematics: A Survey of Junior and Senior High Schools in the Ashanti and Brong Ahafo Regions,” Ghana Policy J., vol. 3, pp. 90–109, 2009.
[47] Kislenko, K., “Structuring students’ beliefs in mathematics: A Norwegian case,” in In Current State of Research on Mathematical Beliefs XII. Proceedings of the MAVI-12 Workshop., 2006, pp. 45–57.
[48] TIMSS, “TIMSS 2011 International Results in Mathematics,” 2011. [Online]. Available: http://timssandpirls.bc.edu/timss2011/downloads/T11_IR_Mathematics_FullBook.pdf. [Accessed: 19-Jan-2015].
[49] PISA, “PISA 2012 Results in Focus - What 15-year-olds know and what they can do with what they know,” OECD, 2012. [Online]. Available: http://www.oecd.org/pisa/keyfindings/pisa-2012-results-overview.pdf. [Accessed: 19-Jan-2015].
[50] Denis G., and Jouvelot, P., “Motivation-driven educational game design: applying best practices to music education,” in Proceedings of the 2005 ACM SIGCHI International Conference on Advances in computer entertainment technology - ACE ’05, 2005, pp. 462–465. https://doi.org/10.1145/1178477.1178581
[51] Witkin, H. A., Moore, C. A., Goodenough, D., and Cox, P. W., “Field-Dependent and Field-Independent Cognitive Styles and Their Educational Implications,” Rev. Educ. Res., vol. 47, no. 1, pp. 1–64, 1977. https://doi.org/10.3102/00346543047001001
[52] Ke, F., “Computer games application within alternative classroom goal structures: cognitive, metacognitive, and affective evaluation,” Educ. Technol. Res. Dev., vol. 56, no. 5, pp. 539–556, Jan. 2008. https://doi.org/10.1007/s11423-008-9086-5
[53] Subrahmanyam, K., Greenfield, P., Kraut, R. and Gross, E., “The impact of computer use on children’s and adolescents' development,” Appl. Dev. Psychol., vol. 22, no. 1, pp. 7–30, 2001. https://doi.org/10.1016/S0193-3973(00)00063-0
[54] Ahuja, M., “Teens are spending more time consuming media on mobile devices,” The Washington Post, 14-Mar-2013.
[55] Zhang, M., “Discovering the unequal interest in popular online educational games and its implications: A case study,” Br. J. Educ. Technol., Jan. 2014.
[56] Chao, R., and Tseng, V., “Parenting of Asians,” in Handbook of Parenting, Mahwah, NJ: Lawrence Erlbaum Associates, 2002, pp. 59–93.
[57] Perle, E., “5 myths about teens and technology every parent should ignore,” Huff Post Parents, 2014. [Online]. Available: http://www.huffingtonpost.com/elizabeth-perle/4-myths-about-teens-and-t_b_4711061.html. [Accessed: 27-Dec-2014].
[58] McNaught, C., Lam, P. and Ho, A., “The digital divide between university students and teachers in Hong Kong,” in Same places, different spaces. Proceedings ASCILITE, 2009.
[59] Prensky, M., “The motivation of gameplay: The real twenty-first century learning revolution,” Horiz., vol. 10, no. 1, pp. 5–11, 2002. https://doi.org/10.1108/10748120210431349
[60] Zulkefly S. N., and Baharudin, R., “Mobile Phone use Amongst Students in a University in Malaysia: Its Correlates and Relationship to Psychological Health,” Eur. J. Sci. Res., vol. 27, no. 2, pp. 206–218, 2009.
[61] Paul M., and Gelish, L., “College Students’ Texting Habit and Their Academic Performance,” in Allied Academies International Conference. Academy of Educational Leadership. Proceedings, 2011, vol. 16, no. 2, pp. 67–72.
[62] Brown, J. S., “Growing Up: Digital: How the Web Changes Work, Education, and the Ways People Learn,” Chang. Mag. High. Learn., vol. 32, no. 2, pp. 11–20, 2000. https://doi.org/10.1080/00091380009601719
[63] Wan Ahmad, W. F., Shafie, A. and Abd Latif, M. H. A., “Role-Playing Game-Based Learning in Mathematics,” Electron. J. Math. Technol., vol. 4, no. 2, pp. 185–196., 2010.
[64] Shafie, A, and Wan Ahmad, W. F., “Design of the Learning Module for Math Ques: A Role Playing Game for Learning Numbers,” in International Conference on Communication Engineering and Networks, 2011, vol. 19, pp. 107–113.
[65] Shafie, A, and Wan Ahmad, W. F., “Designing Role-Playing Games to learn Mathematics,” in 16th International Conference on Engineering Education, 2010.
[66] Abdullah, M. R. T. L., Bakar, Z. A. R., Ali, M., Faye, I., Hassan, M. H., bin Amar, A. Z.,and Yaacob, R. A. I. R., “Video Games in Children’s Learning of Mathematics,” Int. J. Basic Appl. Sci., vol. 11, no. 2, pp. 14–17, 2011.
[67] Bourgonjon, J., Valcke, M., Soetaert, R., de Wever, B., and Schellens, T., “Parental acceptance of digital game-based learning,” Computers & Education, Aug-2011. [Online]. Available: http://linkinghub.elsevier.com/retrieve/pii/S036013151100008X. [Accessed: 29-Mar-2016].
[68] Gee, J. P., What Video Games Have to Teach Us About Learning and Literacy. England: Palgrave Macmillan, 2007.
[2] Ke, F., “A Qualitative Meta-Analysis of Computer Games as Learning Tools,” in Handbook of Research on Effective Electronic Gaming in Education, R. Ferdig, Ed. Hershey, PA: Information Science Reference, 2009, pp. 1–32. https://doi.org/10.4018/978-1-59904-808-6.ch001
[3] Mayer, R., “Cognitive, metacognitive, and motivational aspects of problem solving,” Instr. Sci., vol. 26, no. 1, pp. 49–63, 1998. https://doi.org/10.1023/A:1003088013286
[4] McLeod, D. B., “Research on affect in mathematics education: A reconceptualization,” in Handbook of research on mathematics teaching and learning: A project of the National Council of Teachers of Mathematics, D. A. Grouws, Ed. New York: MacMillan, 1992, pp. 575–596.
[5] Chamberlin, S. A., “A review of instruments created to assess affect in mathematics,” J. Math. Educ., vol. 3, no. 1, pp. 167–182, 2010.
[6] Vale, C. “Trends and factors concerning gender and mathematics in Australasia,” in 11th International Congress on Mathematical Education, 2008.
[7] Barkatsas, A., Kasimatis, K., and Gialamas, V., “Learning secondary mathematics with technology: Exploring the complex interrelationship between students’ attitudes, engagement, gender and achievement,” Comput. Educ., vol. 52, no. 3, pp. 562–570, Apr. 2009. https://doi.org/10.1016/j.compedu.2008.11.001
[8] Artzt, A. F. and Armour-Thomas, E., “Mathematical problem solving in small groups: Exploring the interplay of students’ metacognitive behaviors, perceptions, and ability levels,” J. Math. Behav., vol. 16, no. 1, pp. 63–74, 1997. https://doi.org/10.1016/S0732-3123(97)90008-0
[9] Yaratan, H. and Kasapo?lu, L.,“ Eighth Grade Students’ Attitude, Anxiety, and Achievement Pertaining to Mathematics Lessons,” Procedia - Soc. Behav. Sci., vol. 46, pp. 162–171, Jan. 2012. https://doi.org/10.1016/j.sbspro.2012.05.087
[10] Marchis, I., “Factors that influence secondary school students’ attitude to mathematics,” Procedia - Soc. Behav. Sci., vol. 29, no. 1, pp. 786–793, Jan. 2011. https://doi.org/10.1016/j.sbspro.2011.11.306
[11] Pierce, R., Stacey, K., and Barkatsas, A., “A scale for monitoring students’ attitudes to learning mathematics with technology,” Comput. Educ., vol. 48, no. 2, pp. 285–300, Feb. 2007. https://doi.org/10.1016/j.compedu.2005.01.006
[12] Pea, R., “Cognitive technologies for mathematics education,” in Cognitive science and mathematics education, A. H. Schoenfeld, Ed. Hillsdale, NJ: Lawrence Erlbaum Associates Publishers, 1987, pp. 89–122.
[13] Chang, S. H., “Learning mathematics through computer games,” in Proceedings of the 14th Asian Technology Conference in Mathematics, 2009, pp. 168–177.
[14] Offenholley, K., “Toward an Analysis of Video Games for Mathematics Education,” J. Math. Educ. Teach. Coll., vol. 2, no. 2, pp. 45–48, 2011.
[15] Phaire, C. B., “Video Games and Mathematics Education: Studying Commercial Sports Video Games to Identify the Potential for Learning and Thinking About Mathematics,” in Proceedings of the Ninth International Conference Mathematics Education in a Global Community, 2007, pp. 1993–1995.
[16] Prensky, M., “Digital game-based learning,” Comput. Entertain., vol. 1, no. 1, p. 21, Oct. 2003. https://doi.org/10.1145/950566.950596
[17] Wishart, J. “Cognitive factors related to user involvement with computers and their effects upon learning from an educational computer game,” Comput. Educ., vol. 15, no. 1, pp. 145–150, 1990. https://doi.org/10.1016/0360-1315(90)90140-3
[18] Becker, K. “Teaching with games: The Minesweeper and Asteroids experience,” J. Comput. Sci. Coll., vol. 17, no. 2, pp. 23–33, 2001.
[19] Rosas, R., Nussbaum, M., Cumsille, P., Marianov, V., Correa, M., Flores, P., Grau, V., Lagos, F., López, X., López, V., Rodriguez, P., and Salinas, M., “Beyond Nintendo: design and assessment of educational video games for first and second grade students,” Comput. Educ., vol. 40, no. 1, pp. 71–94, Jan. 2003. https://doi.org/10.1016/S0360-1315(02)00099-4
[20] Mokka, S., Väätänen, A., Heinilä, J., and Välkkynen, P., “Fitness Computer Game with a Bodily User Interface,” in Proceedings of the 2nd International Conference on Entertainment Computing, 2003, pp. 1–3.
[21] Natvig, L. and Line, S.,“Age of computers,” ACM SIGCSE Bull., vol. 36, no. 3, pp. 107–111, Sep. 2004. https://doi.org/10.1145/1026487.1008026
[22] Y. Cai, B. Lu, Z. Fan, C. Indhumathi, K. T. Lim, C. W. Chan, Y. Jiang, and L. Li, “Bio-edutainment: Learning life science through X gaming,” Comput. Graph., vol. 30, no. 1, pp. 3–9, Feb. 2006. https://doi.org/10.1016/j.cag.2005.10.003
[23] Ebner, M. and Holzinger, A., “Successful implementation of user-centered game based learning in higher education: An example from civil engineering,” Comput. Educ., vol. 49, no. 3, pp. 873–890, Nov. 2007. https://doi.org/10.1016/j.compedu.2005.11.026
[24] Becker, K., “Digital game-based learning once removed: Teaching teachers,” Br. J. Educ. Technol., vol. 38, no. 3, pp. 478–488, May 2007. https://doi.org/10.1111/j.1467-8535.2007.00711.x
[25] Zevenbergen, R., “Reforming mathematics education: A case study within the context of new times,” in Proceedings of the 26th Annual Conference of the Mathematics Education Research Group of Australasia, 2003.
[26] Zevenbergen, R., “Technologising Numeracy: Intergenerational differences in working mathematically in new times,” Educ. Stud. Math. Educ., vol. 56, no. 1, pp. 97–117, 2004. https://doi.org/10.1023/B:EDUC.0000028399.76056.91
[27] Prensky, M., “Digital Natives, Digital Immigrants,” Horiz. (MCB Univ. Press., vol. 9, no. 5, pp. 1–6, 2001.
[28] Cheah P. K., and Merican, A. M., “Education Policy: A Case Study of Digitizing Education in Malaysia,” Procedia - Soc. Behav. Sci., vol. 69, no. 1, pp. 1714–1718, Dec. 2012. https://doi.org/10.1016/j.sbspro.2012.12.119
[29] Shafie A., and Wan Ahmad, W. F., “Design and Heuristic Evaluation of MathQuest: A Role-Playing Game for Numbers,” Procedia - Soc. Behav. Sci., vol. 8, pp. 620–625, Jan. 2010. https://doi.org/10.1016/j.sbspro.2010.12.086
[30] Latif, R. A., “Understanding Malaysian students as gamers: experience,” in Proceedings of the 2nd international conference on Digital interactive media in entertainment and arts - DIMEA ’07, 2007, pp. 137–141. https://doi.org/10.1145/1306813.1306843
[31] Johnson B., and Christensen, L. Educational Research Quantitative, Qualitative and Mixed Approaches. Thousand Oaks, CA: Sage Publications, 2008.
[32] Fraenkel, J. R. and Wallen, N. E., How to Design and Evaluate Research in Education, 6th ed. Boston: McGraw-Hill, 2006.
[33] Gall, M. D., Borg, W. R., and Gall, J. P., Educational Research: An introduction, 6th ed. White Plains, New York: Longman Publishers, 1996.
[34] Papalouka, A., “Secondary teachers’ understandings of dyslexia in England and Greece,” Doctroral Dissertation. University of Nottingham, 2011.
[35] Patton, M. Q., Qualitative Evaluation Methods. Beverly Hills, CA: Sage Publications, 1980.
[36] Cohen, L., Manion, L., and Morrison, K.,Research Methods in Education, 6th ed. New York: Routledge, 2007.
[37] Morse, J. M., “Determining sample size,” Qual. Health Res., vol. 10, no. 1, pp. 3–5, 2000. https://doi.org/10.1177/104973200129118183
[38] Mertens, D. M., Research and Evaluation in Education and Psychology, 3rd ed. United States: Sage Publications, Inc., 2010.
[39] Morse, J., “Designing Funded Qualitative Research,” in Handbook of Qualitative Research, N. K. Denzin and Y. S. Lincoln, Eds. Thousand Oak, CA: Sage Publications, 1994, pp. 220–235.
[40] Creswell, J. W., Qualitative inquiry and research design: Choosing among five traditions. Thousand Oaks, CA: Sage, 1998.
[41] Sandelowski, M., “Sample size in qualitative research,” Res. Nurs. Health, vol. 18, no. 2, pp. 179–183, 1995. https://doi.org/10.1002/nur.4770180211
[42] Amoah, S. A., “The reflective and collaborative practices of teachers in Ghanaian basic schools: A case study,” Doctoral Dissertation. University of Nottingham, 2011.
[43] Minott, M. A., “Reflection and Reflective Teaching A Case Study of Four Seasoned Teachers in the Cayman Islands,” Doctoral Dissertation. University of Nottingham, 2006.
[44] Mason, M., “Sample Size and Saturation in PhD Studies Using Qualitative Interviews,” Forum Qual. Sozialforschun/ Forum Qual. Soc. Res., vol. 11, no. 3, 2010.
[45] Elliot A. J., and Harackiewicz, J. M., “Goal setting, achievement orientation, and intrinsic motivation: A mediational analysis.,” J. Pers. Soc. Psychol., vol. 66, no. 5, pp. 968–980, 1994. https://doi.org/10.1037/0022-3514.66.5.968
[46] Awanta, E. K., “Students’ Views of Mathematics: A Survey of Junior and Senior High Schools in the Ashanti and Brong Ahafo Regions,” Ghana Policy J., vol. 3, pp. 90–109, 2009.
[47] Kislenko, K., “Structuring students’ beliefs in mathematics: A Norwegian case,” in In Current State of Research on Mathematical Beliefs XII. Proceedings of the MAVI-12 Workshop., 2006, pp. 45–57.
[48] TIMSS, “TIMSS 2011 International Results in Mathematics,” 2011. [Online]. Available: http://timssandpirls.bc.edu/timss2011/downloads/T11_IR_Mathematics_FullBook.pdf. [Accessed: 19-Jan-2015].
[49] PISA, “PISA 2012 Results in Focus - What 15-year-olds know and what they can do with what they know,” OECD, 2012. [Online]. Available: http://www.oecd.org/pisa/keyfindings/pisa-2012-results-overview.pdf. [Accessed: 19-Jan-2015].
[50] Denis G., and Jouvelot, P., “Motivation-driven educational game design: applying best practices to music education,” in Proceedings of the 2005 ACM SIGCHI International Conference on Advances in computer entertainment technology - ACE ’05, 2005, pp. 462–465. https://doi.org/10.1145/1178477.1178581
[51] Witkin, H. A., Moore, C. A., Goodenough, D., and Cox, P. W., “Field-Dependent and Field-Independent Cognitive Styles and Their Educational Implications,” Rev. Educ. Res., vol. 47, no. 1, pp. 1–64, 1977. https://doi.org/10.3102/00346543047001001
[52] Ke, F., “Computer games application within alternative classroom goal structures: cognitive, metacognitive, and affective evaluation,” Educ. Technol. Res. Dev., vol. 56, no. 5, pp. 539–556, Jan. 2008. https://doi.org/10.1007/s11423-008-9086-5
[53] Subrahmanyam, K., Greenfield, P., Kraut, R. and Gross, E., “The impact of computer use on children’s and adolescents' development,” Appl. Dev. Psychol., vol. 22, no. 1, pp. 7–30, 2001. https://doi.org/10.1016/S0193-3973(00)00063-0
[54] Ahuja, M., “Teens are spending more time consuming media on mobile devices,” The Washington Post, 14-Mar-2013.
[55] Zhang, M., “Discovering the unequal interest in popular online educational games and its implications: A case study,” Br. J. Educ. Technol., Jan. 2014.
[56] Chao, R., and Tseng, V., “Parenting of Asians,” in Handbook of Parenting, Mahwah, NJ: Lawrence Erlbaum Associates, 2002, pp. 59–93.
[57] Perle, E., “5 myths about teens and technology every parent should ignore,” Huff Post Parents, 2014. [Online]. Available: http://www.huffingtonpost.com/elizabeth-perle/4-myths-about-teens-and-t_b_4711061.html. [Accessed: 27-Dec-2014].
[58] McNaught, C., Lam, P. and Ho, A., “The digital divide between university students and teachers in Hong Kong,” in Same places, different spaces. Proceedings ASCILITE, 2009.
[59] Prensky, M., “The motivation of gameplay: The real twenty-first century learning revolution,” Horiz., vol. 10, no. 1, pp. 5–11, 2002. https://doi.org/10.1108/10748120210431349
[60] Zulkefly S. N., and Baharudin, R., “Mobile Phone use Amongst Students in a University in Malaysia: Its Correlates and Relationship to Psychological Health,” Eur. J. Sci. Res., vol. 27, no. 2, pp. 206–218, 2009.
[61] Paul M., and Gelish, L., “College Students’ Texting Habit and Their Academic Performance,” in Allied Academies International Conference. Academy of Educational Leadership. Proceedings, 2011, vol. 16, no. 2, pp. 67–72.
[62] Brown, J. S., “Growing Up: Digital: How the Web Changes Work, Education, and the Ways People Learn,” Chang. Mag. High. Learn., vol. 32, no. 2, pp. 11–20, 2000. https://doi.org/10.1080/00091380009601719
[63] Wan Ahmad, W. F., Shafie, A. and Abd Latif, M. H. A., “Role-Playing Game-Based Learning in Mathematics,” Electron. J. Math. Technol., vol. 4, no. 2, pp. 185–196., 2010.
[64] Shafie, A, and Wan Ahmad, W. F., “Design of the Learning Module for Math Ques: A Role Playing Game for Learning Numbers,” in International Conference on Communication Engineering and Networks, 2011, vol. 19, pp. 107–113.
[65] Shafie, A, and Wan Ahmad, W. F., “Designing Role-Playing Games to learn Mathematics,” in 16th International Conference on Engineering Education, 2010.
[66] Abdullah, M. R. T. L., Bakar, Z. A. R., Ali, M., Faye, I., Hassan, M. H., bin Amar, A. Z.,and Yaacob, R. A. I. R., “Video Games in Children’s Learning of Mathematics,” Int. J. Basic Appl. Sci., vol. 11, no. 2, pp. 14–17, 2011.
[67] Bourgonjon, J., Valcke, M., Soetaert, R., de Wever, B., and Schellens, T., “Parental acceptance of digital game-based learning,” Computers & Education, Aug-2011. [Online]. Available: http://linkinghub.elsevier.com/retrieve/pii/S036013151100008X. [Accessed: 29-Mar-2016].
[68] Gee, J. P., What Video Games Have to Teach Us About Learning and Literacy. England: Palgrave Macmillan, 2007.
Downloads
Published
2016-12-21
Issue
Section
Articles
License
IJSG copyright information is provided here.
How to Cite
Digital games and learning mathematics: Student, teacher and parent perspectives. (2016). International Journal of Serious Games, 3(4). https://doi.org/10.17083/ijsg.v3i4.112
