Integrating Music into Math in a Virtual Reality Game: Learning Fractions

Autor/inn/en	Lim, Taehyeong; Lee, Sungwoong; Ke, Fengfeng
Titel	Integrating Music into Math in a Virtual Reality Game: Learning Fractions
Quelle	In: International Journal of Game-Based Learning, 7 (2016) 1, S.57-73 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2155-6849
DOI	10.4018/IJGBL.2017010104
Schlagwörter	Elementary School Mathematics; Mathematics Instruction; Simulated Environment; Educational Games; Fractions; Education Majors; Student Attitudes; Observation; Surveys; Interviews; Music; Student Motivation; Mathematical Concepts; Interdisciplinary Approach; College Students; Technology Uses in Education; Educational Technology + Suchen Sie Ihr Suchwort? Elementare Mathematik; Schulmathematik; Mathematics lessons; Mathematikunterricht; Künstliche Umwelt; Educational game; Lernspiel; Bruchrechnung; Schülerverhalten; Beobachtung; Survey; Umfrage; Befragung; Interviewing; Interviewtechnik; Musik; Schulische Motivation; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Collegestudent; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Unterrichtsmedien
Abstract	The purpose of this study was to investigate future teachers' experiences and perceptions of using a virtual reality game for elementary math education. The virtual reality game was designed and developed to integrate a musical activity (beat-making) into the math learning of fractions. Five math education major students participated in this study. Participants' perceptions, experiences, and interactions regarding the game were examined through observation, screen recording, survey, and interviews. A thematic analysis found three major themes: Transformative presentation of fractions via musical concepts, integration of music into math to enhance learner motivation, and learning-constructive game design features. The findings showed that the concept of fractions is effectively represented via beat-making in the virtual reality game. The study also illustrated that musical term clarification and adaptive, haptic manipulation are salient design features that influence game-based learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01