Case Study of an Epistemic Mathematics Computer Game

Autor/inn/en	Buteau, Chantal; Muller, Eric
Titel	Case Study of an Epistemic Mathematics Computer Game
Quelle	In: International Journal of Game-Based Learning, 8 (2018) 3, S.34-55, Artikel 3 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2155-6849
DOI	10.4018/IJGBL.2018070103
Schlagwörter	Computer Games; Educational Games; Probability; Educational Technology; Technology Uses in Education; Mathematics Instruction; Video Games; Design; Interaction; Learner Engagement; Identification (Psychology); Mathematics Skills; Skill Development; Case Studies; Secondary School Students; Foreign Countries; Questionnaires; Student Surveys; Canada (Toronto) + Suchen Sie Ihr Suchwort? Computer game; Computerspiel; Computerspiele; Educational game; Lernspiel; Wahrscheinlichkeitsrechnung; Wahrscheinlichkeitstheorie; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Mathematics lessons; Mathematikunterricht; Video game; Videospiel; Videospiele; Interaktion; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Kompetenzentwicklung; Qualifikationsentwicklung; Case study; Fallstudie; Case Study; Sekundarschüler; Ausland; Fragebogen; Schülerbefragung
Abstract	E-Brock Bugs is a serious educational game (SEG) about probability which was created based on Devlin's design principles for games whose players adopt identities of mathematically able persons. This kind of games in which "players think and act like real world professionals" has been called epistemic. This article presents an empirical study of 16-year-old students' (n = 61) experience playing E-Brock Bugs as part of their mathematics data management course. Results suggest that most students engaged in the game's mathematics and experienced a mathematical in-game identity. E-Brock Bugs contributes to validate Devlin's game design approach to epistemic mathematics SEGs. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01