Mathematical experience in game-based problem-solving

Mathematical experience in game-based problem-solving

Mathematical experience in game-based problem-solving

Fengfeng Ke, Chih-Pu Dai, Luke West

Abstract

"Background: Game-based learning can frame problem-solving as a sense-making experience with domain-specific tasks for school students. However, multiple chal-lenges arise when trying to support learners in such a complex, problem-oriented learning environment. Objectives and Methods: With an architecture-themed mathematics learning game, we conducted two mixed-method studies to explore the impact and design of game-based mathematical experience on the math problem-solving performance of middle school students. Results and Conclusions: The study findings suggested a positive impact of game-based math experience on math problem-solving for middle school students. Problematization-oriented game-based math tasks with structuring features enhanced students' reasoning with problems and channelled it to doing mathematics. Takeaways: The current research findings support the initiative to frame learning as a sense-making experience with domain-specific tasks and inform the design of game-based mathematical experience and learning support."

Reference

Ke, F., Dai, C.-P., & West, L. (2023). Mathematical experience in game-based problem-solving. Journal of Computer Assisted Learning, 39(5), 1319–1331. https://doi.org/10.1111/jcal.12938

Keywords

Conation, Game-Based Learning, Mathematics