The Relationship Between Motivation, Academic Achievement, and Engagement in Mathematics Using Digital Game-based Learning PDF Download
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Author: Amy Rose Morgan
Publisher:
ISBN:
Category : Educational technology
Languages : en
Pages : 0
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Book Description
"Digital game-based learning (DGBL) has unique factors that can engage students in the learning process. It has been shown that incorporating DGBL into mathematics can help bridge the learning gap, differentiate instruction, and engage students (Yang et al., 2018; Hulse et al., 2019; Chen et al., 2012; Naik, 2017). This study examined how students' prior engagements are related to their academic achievement as well as investigated students’ motivation while utilizing DGBL in mathematics. An explanatory sequential mixed methods design was utilized to collect the quantitative data followed by the qualitative data. There were eighteen middle school participants in grades six through eight who all attended the same school within the Northeastern United States. The self-determination theory (SDT) served as the theoretical framework for examining the results. Data was collected through a pretest, posttest, an open-ended survey, and a closed-ended survey. The results of this study indicated that DGBL can improve academic achievement in mathematics. However, it was determined that students’ prior engagement was not related to their academic achievement. Additional research should be conducted on the motivational aspect of relatedness and DGBL since it was shown that there was a strong correlation between relatedness and the engagement themes of learning with peers and experiences with faculty."--Boise State University ScholarWorks.
Author: Amy Rose Morgan
Publisher:
ISBN:
Category : Educational technology
Languages : en
Pages : 0
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Book Description
"Digital game-based learning (DGBL) has unique factors that can engage students in the learning process. It has been shown that incorporating DGBL into mathematics can help bridge the learning gap, differentiate instruction, and engage students (Yang et al., 2018; Hulse et al., 2019; Chen et al., 2012; Naik, 2017). This study examined how students' prior engagements are related to their academic achievement as well as investigated students’ motivation while utilizing DGBL in mathematics. An explanatory sequential mixed methods design was utilized to collect the quantitative data followed by the qualitative data. There were eighteen middle school participants in grades six through eight who all attended the same school within the Northeastern United States. The self-determination theory (SDT) served as the theoretical framework for examining the results. Data was collected through a pretest, posttest, an open-ended survey, and a closed-ended survey. The results of this study indicated that DGBL can improve academic achievement in mathematics. However, it was determined that students’ prior engagement was not related to their academic achievement. Additional research should be conducted on the motivational aspect of relatedness and DGBL since it was shown that there was a strong correlation between relatedness and the engagement themes of learning with peers and experiences with faculty."--Boise State University ScholarWorks.
Author: Marc Prensky
Publisher: Paragon House
ISBN: 9781557788634
Category : Education
Languages : en
Pages : 464
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Book Description
Today's workforce is quicker, sharper, more visually oriented, and more technology-savvy than ever. To truly benefit from the Digital Natives' learning power and enthusiasm, traditional training methods must adapt to the way people learn today. Written by the founder of Games2train, this innovative book is filled with examples and information to meet the demands of both educators and employers.
Author: Kristin M. Gader
Publisher:
ISBN:
Category : Computer-assisted instruction
Languages : en
Pages : 162
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Book Description
The author's purpose in her action research study was to systematically examine overall level of student achievement through the use of digital game-based learning, and to learn how classroom performance differed among subgroups of students of varying levels of ability. She also wanted to determine to what extent the use of digital game-based activities affected student engagement. In her study, second grade students used a game-based learning technology, Zearn Math, based on Eureka Math by Great Minds (2007) in activites directed at learning coin concepts and skills. The author's findings were triangulated using pre and post assessments, exit slips, participant observations, and interviews. She found that "the level of overall achievement through the use of digital game-based learning was noteworthy, however, mastery among different subgroups varied. Student engagement increased as a result of the characteristics of Zearn Math"--Leaf 40.
Author: Dirk Ifenthaler
Publisher: Springer Nature
ISBN: 3030155692
Category : Education
Languages : en
Pages : 361
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Book Description
The capabilities and possibilities of emerging game-based learning technologies bring about a new perspective of learning and instruction. This, in turn, necessitates alternative ways to assess the kinds of learning that are taking place in the game-based environments. The field has been broadening the focus of assessment in game environments (i.e., what we measure), developing processes and methodologies that go beyond psychometrics practices (i.e., how we go about assessment in games), and implementing the game-based assessment (GBA) in real contexts. The current state of the field calls for a revisit of this topic to understand what we have learned from the research on this topic, and how the GBA work changed how the field thinks about assessment beyond game environments. Accordingly, this comprehensive volume covers the current state of research, methodology, and technology of game-based assessment. It features four major themes: what we are measuring in games, how GBA has influenced how people do assessment beyond games, new methods and practices, and implementations of GBA. The audience for this volume includes researchers, graduate students, teachers, and professional practitioners in the areas of education, instructional design, educational psychology, academic and organizational development, and instructional technology.
Author: Tom Lowrie
Publisher: Springer
ISBN: 9401795177
Category : Education
Languages : en
Pages : 318
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Book Description
Digital games offer enormous potential for learning and engagement in mathematics ideas and processes. This volume offers multidisciplinary perspectives—of educators, cognitive scientists, psychologists and sociologists—on how digital games influence the social activities and mathematical ideas of learners/gamers. Contributing authors identify opportunities for broadening current understandings of how mathematical ideas are fostered (and embedded) within digital game environments. In particular, the volume advocates for new and different ways of thinking about mathematics in our digital age—proposing that these mathematical ideas and numeracy practices are distinct from new literacies or multiliteracies. The authors acknowledge that the promise of digital games has not always been realised/fulfilled. There is emerging, and considerable, evidence to suggest that traditional discipline boundaries restrict opportunities for mathematical learning. Throughout the book, what constitutes mathematics learnings and pedagogy is contested. Multidisciplinary viewpoints are used to describe and understand the potential of digital games for learning mathematics and identify current tensions within the field. Mathematics learning is defined as being about problem solving; engagement in mathematical ideas and processes; and social engagement. The artefact, which is the game, shapes the ways in which the gamers engage with the social activity of gaming. In parallel, the book (as a te xtual artefact) will be supported by Springer’s online platform—allowing for video and digital communication (including links to relevant websites) to be used as supplementary material and establish a dynamic communication space.
Author: Felicia, Patrick
Publisher: IGI Global
ISBN: 1609604962
Category : Education
Languages : en
Pages : 1462
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Book Description
"This book provides relevant theoretical frameworks and the latest empirical research findings on game-based learning to help readers who want to improve their understanding of the important roles and applications of educational games in terms of teaching strategies, instructional design, educational psychology and game design"--Provided by publisher.
Author:
Publisher:
ISBN:
Category : Mathematics
Languages : en
Pages : 84
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Book Description
Author: Farber, Matthew
Publisher: IGI Global
ISBN: 1799820173
Category : Education
Languages : en
Pages : 330
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Book Description
In the fast-changing field of education, the incorporation of game-based learning has been increasing in order to promote more successful learning instruction. Improving the interaction between learning outcomes and motivation in games (both digital and analog) and promoting best practices for the integration of games in instructional settings are imperative for supporting student academic achievement. Global Perspectives on Gameful and Playful Teaching and Learning is a collection of innovative research on the methods and applications that explore the cognitive and psychological aspects underpinning successful educational video games. While highlighting topics including nontraditional exercise, mobile computing, and interactive technologies, this book is ideally designed for teachers, curriculum developers, instructional designers, course designers, IT consultants, educational software developers, principals, school administrators, academicians, researchers, and students seeking current research on the design and integration of game-based learning environments.
Author: Baek, Young Kyun
Publisher: IGI Global
ISBN: 1615207147
Category : Computers
Languages : en
Pages : 358
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Book Description
As part of an international dialogue between researchers in educational technology, this title investigates where games can motivate students to learn and improve their knowledge and skills.
Author: Basil Bernstein
Publisher:
ISBN:
Category : Child development
Languages : en
Pages : 48
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Book Description
