Effects of Gamified Comparison on Sixth Graders' Algebra Word Problem Solving and Learning Attitude

Autor/inn/en	Sun-Lin, Hong-Zheng; Chiou, Guey-Fa
Titel	Effects of Gamified Comparison on Sixth Graders' Algebra Word Problem Solving and Learning Attitude
Quelle	In: Educational Technology & Society, 22 (2019) 1, S.120-130 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1436-4522
Schlagwörter	Grade 6; Algebra; Educational Games; Word Problems (Mathematics); Problem Solving; Student Attitudes; Mathematics Instruction; Teaching Methods; Computer Games; Educational Technology; Technology Uses in Education; Mathematics Achievement; Middle School Students + Suchen Sie Ihr Suchwort? School year 06; 6. Schuljahr; Schuljahr 06; Educational game; Lernspiel; Textaufgabe; Problemlösen; Schülerverhalten; Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Computer game; Computerspiel; Computerspiele; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin
Abstract	This study examined effects of gamified comparison on sixth graders' performance of algebra word problem solving and attitude toward algebra learning. Seventy-two sixth graders were invited to participate in a four-week experimental instruction and assigned to three groups: gamified comparison, comparison, and control. The results showed (1) a significant effect on solving similar problems: the gamified comparison group performed significantly better than the comparison group and the control group respectively, and the comparison group performed significantly better than the control group; (2) a significant effect on solving transfer problems: the gamified comparison group gained significantly higher scores than the comparison group and the control group respectively, and the comparison group gained significantly higher scores than the control group; (3) a significant effect on students' learning attitude: while no significant differences found on students' confidence, the gamified comparison group made significantly more positive responses than the comparison group and the control group in terms of enjoyment, motivation, and perceived value. This study proposed a feasible combination of game rule and comparison strategy, as well as exploring implications for teachers' teaching design and students' gamified learning activities. (As Provided).
Anmerkungen	International Forum of Educational Technology & Society. Available from: National Sun Yat-sen University. Department of Information Management, 70, Lien-Hai Rd, Kaohsiung, 80424, Taiwan. Web site: http://www.ifets.info
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01