A Gaming Perspective on Mathematics Education

Autor/inn/en	Yong, Su-Ting; Gates, Peter; Chan, Andy Tak-Yee
Titel	A Gaming Perspective on Mathematics Education
Quelle	In: International Journal of Information and Communication Technology Education, 14 (2018) 4, S.85-98, Artikel 6 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1550-1876
DOI	10.4018/IJICTE.2018100106
Schlagwörter	Computer Games; Mathematics Education; Motivation; Teacher Attitudes; Student Attitudes; Educational Technology; Technology Uses in Education; Cooperative Learning; Rote Learning; Foreign Countries; Secondary School Teachers; Secondary School Students; Problem Solving; Teaching Methods; Malaysia + Suchen Sie Ihr Suchwort? Computer game; Computerspiel; Computerspiele; Mathematische Bildung; psychologische; Motivation (psychologisch); Lehrerverhalten; Schülerverhalten; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Kooperatives Lernen; Mechanisches Lernen; Ausland; Sekundarschüler; Problemlösen; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	This article explores how motivation in computer games could be integrated into mathematics education. The scope of the study was confined to four motivation dimensions, namely challenge, control, complexity and collaboration. A phenomenology study was conducted with the purpose to obtain a common understanding of nine teachers and 11 students about mathematics education, particularly focusing on teaching practices and learning difficultiesin mathematical problem-solving. Qualitative interviews have revealed that the existing mathematics education is built on drill-and-practice approach with Polya's problem-solving technique, i.e. exam-oriented, rote memorization and the use of predefined strategies. This approach to learning has failed to motivate students to learn (affective) and failed to develop an understanding and creativity (cognitive/metacognitive). Looking from a gaming perspective, mathematics problems should be challenging and complex, and students should be given control to carry out a plan. And finally, collaboration should be encouraged to enable reflective learning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01