Abstract: "Together, brain science and learning design inform Adaptive Interaction Design (AID), a technique for curriculum planning and development. Mathematics is a particular case in which AID can help. The Way of the Game is vital to learning design. There are many definitions of "game." Here, we mean game to be the means by which spontaneous play becomes responsible learning. That innovative games figure as the centerpiece of many 21st century curricula is no accident. Games are a critical element in modern theories of learning design especially when related to insights from neuroscience and online learning/teaching methods. But beyond simple gamification, can games provide the disruptive transformation to mathematics education that is required to effect substantive and sustainable improvement? Can we game the educational system to ensure students' success in mathematics? To find out, we will look at the AID process and two sample products for the development of mathematical thinking and practice based on the Way of the Game."
Game Classroom is an educational games website catering to the K-6 market. Game Classroom offers mathematics games and language arts games. Games can be found by selecting a grade level and then a subject area. Both the mathematics and language arts categ
Abstract: "n this study we explored the impact of performing mathematical tasks presented in the context of an
"adventure challenge" or a "mathematical challenge" in a videogame. This videogame - "Matemáquina
do Tempo" - is being developed to facilitate learning of mathematical skills like counting, grouping,
and relating numbers. The videogame consists in various movement control tasks with dynamic (e.g.,
running) and static (e.g., pointing) interactions. Our goal was to test the impact of the integration of a
direct mathematical task versus an indirect mathematical task. A group of 18 five year-old children
performed the game in two conditions: a)
adventure challenge
, which implied movements such as
running or climbing trees to perform mathematical tasks of counting and grouping; and
b)
mathematical challenge
, which included swimming after selecting the correct path through counting,
followed by a direct mathematical task of pointing to organize numbers in a line. Our assumptions
were evaluated according to questionnaires and video analysis of the children playing the game.
Results confirmed our hypothesis, showing that players performing the mathematical challenge
generally considered that they were learning with the game, and most agreeing that the game was
fun. Participants in the adventure challenge condition on the other hand, showed a tendency to
evaluate the game as
very amusing
and were more distributed in the learning evaluation. In
conclusion, we suggest that the inclusion of direct mathematical tasks in the videogame might lead to
increased perception of learning, although they also seem to result in lower amusement ratings."
The University of Kansas has a wonderful math website designed for middle school students called Matrix Learning. In their words, Matrix Learning "provides resources to improve middle school reading and mathematics achievement through the development of interactive educational games." There are several interactive games/activities that are not only educational and engaging, but fun! There also are videos and mulitplayer games. Many of the activities would present well on the SB and some such as Definition Training- similar to hang man- would work well on the SB. I also would encourage you to check out the videos from the University of New Mexico that are on bottom left of the page. So if you are a middle school math teacher I would highly recommend that you take time to scope out this very worthwhile site. ENJOY!
From the abstract: :The first aim of this discussion is to suggest a framework for designing
serious games based on game features in commercial games, opinions of fourth graders and their teachers, literary studies,
contemporary learning theories, as well as successful and unsuccessful similar endeavours. The second part of this paper
describes a concrete example of a maths game based on the proposed framework that implicitly tests math and collaboration
skills. The game is made of three components: the game itself, a social network, and a teacher reporting tool. Despite a
growing interest in GBL, some teachers are reluctant to use serious games in school. To increase usage of serious games as
resource, it is important to equip teachers with information and address their concerns. The paper concludes with the idea
that serious games need to be designed well in order to provide the immersion and collaborative active learning that most
learning theories recommend."
Abstract: "This research seeks to look into the design process that promotes the development of an educational computer
game that supports teaching and learning processes. The research specifically looks at the design of an educational
computer game for teaching and learning of the topic of functions. The topic is essential in the teaching and
learning of Mathematics courses such as Discrete Mathematics, Real Analysis and Calculus among others at Jomo
Kenyatta University of Agriculture and Technology (JKUAT) Kenya. The computer game was developed using the
Basic Unified process (BUP) which is a streamlined version of the rational unified process (RUP). This is an object
oriented methodology mostly used for small projects with few end users. Due to the few numbers of end users we
used interview method of data collection to gather requirements for the computer game. A paper prototype was
used to validate the requirements. Use cases were used for both analysis and design of the game while Class
diagrams and activity diagrams were purely used for the design of the game. Owens' six top level design anatomy
aided in the design of the computer game. The overall computer game design was based on Crawfords' computer
game design sequence model. The well designed and developed game met all its user requirements and was able
to facilitate the teaching and learning of functions to Bachelor of Science in Mathematics and Computer Science
students who were taking Discrete mathematics in their first year of study at JKUATs' Taita/Taveta campus.
Development of heuristics for measuring interest, fun and motivation are recommendations given to aid in the
evaluation of user satisfaction of educational computer games."
The website says: "THE Place For Educational Games!Our research-based and standards-aligned free educational math games and language arts games will engage, motivate, and help teach students. Click a button below to play our free multi-player and single-player games! In the future we'll add features enabling you to save records, tailor content for differentiated instruction, and pinpoint student problem areas."
I think using the games in conjunction with a holistic approach to developing skills would make for a great way of getting students to practices some skills. Let students play, set goals, monitor those goals, reflect on their progress, and apply strategies/heuristics to specific problems they struggle with would create an environment in the classroom where learning was fun, self-monitored, and successful.
Lure of the Labyrinth is today's innovative catch
Lure of the Labyrinth is a game for middle school pre-algebra students designed to improve math and literacy skills. It includes intriguing math-based puzzles embedded in a narrative game in which students work to find their lost pet and save the world from monsters. Linked to mathematics standards, the game gives students a chance to think like mathematicians.
Lure of the Labyrinth Home Page
In Lure of the Labyrinth, students progress through three sections, or wings each related to a different math strand that is part of a the typical pre-algebra curriculum:
* Proportions (including fractions and ratios)
* Variables and Equations
* Number and Operations (including geometry, order of operations and modular arithmetic)
Each of the three wings includes three puzzles, and each of the puzzles has three levels progressing from easy to hard. Students have to successfully solve each puzzle three times before they can advance through the game.
Lure of the Labyrinth Library Page
A professional development video specifically designed for pre-algebra teachers takes them step-by-step through the things they need to do to make this engaging game the focal point of great classroom learning experiences.
Planning resources include links to standards, directions for working with specific puzzles, lesson plans, explanations of the background math, and graphic organizers.
Video - Lure of the Labyrinth
Lure of the Labyrinth was created by Maryland Public Television and MIT Education Arcade in cooperation with FableVision.
Abstract: "the researcher attempted to investigate how to better measure engagement and refine the measurement of engagement in this study. To frame the engagement, three domains of engagement - behavioral, cognitive, and emotional- are analyzed in detail to be able to examine the qualities of each type. Moreover, three game attributes -clear goals, immediate feedback, and balance between challenges and skills- are presented and discussed as fundamental features of virtual manipulatives and educational games used in this study to make an impact on students' engagement. To measure effects of educational games and virtual manipulatives on three domains of engagement, the researcher designed an engagement survey that examines each domain separately with their sub-domains. The Cronbach's alphas for engagement pre-test and post-test were found .89 and .91 respectively. In this pre-test and post-test quasi-experimental design, four fifth-grade classrooms (N=86) from four schools in southwest Virginia were assigned as three experimental groups and one control group. In the first experimental group, participants played an educational game called Candy Factory and in the second experimental group, the students played another educational game called Pearl Diver on iPod Touch for eight days consecutively, for 20 minutes each. In the third experimental group, participants performed activities with virtual manipulatives, whereas in the control group, participants did paper-and-pencil
iii
drills for the same duration. All of the groups studied on the same topic, fractions. According to the results of ANCOVA, experimental group students' engagement scores were found significantly higher than control group students', F(1,80)=11.568, p=.001. When three domains of engagement were analyzed, significant differences were found among all three domains between experimental and control groups. When the researcher conducted separate analysis for educational games group and vir
"This paper describes a research project on Year 3
primary school students in Malaysia in their use of computer-based
video game to enhance learning of multiplication facts (tables) in the
Mathematics subject. This study attempts to investigate whether
video games could actually contribute to positive effect on children's
learning or otherwise. In conducting this study, the researchers
assume a neutral stand in the investigation as an unbiased outcome of
the study would render reliable response to the impact of video
games in education which would contribute to the literature of
technology-based education as well as impact to the pedagogical
aspect of formal education. In order to conduct the study, a subject
(Mathematics) with a specific topic area in the subject (multiplication
facts) is chosen. The study adopts a causal-comparative research to
investigate the impact of the inclusion of a computer-based video
game designed to teach multiplication facts to primary level students.
Sample size is 100 students divided into two i.e., A: conventional
group and B conventional group aided by video games. The
conventional group (A) would be taught multiplication facts (timetables)
and skills conventionally. The other group (B) underwent the
same lessons but with supplementary activity: a computer-based
video game on multiplication which is called Timez-Attack. Analysis
of marks accrued from pre-test will be compared to post- test using
comparisons of means, t tests, and ANOVA tests to investigate the
impact of computer games as an added learning activity. The findings
revealed that video games as a supplementary activity to classroom
learning brings significant and positive effect on students' retention
and mastery of multiplication tables as compared to students who rely
only upon formal classroom instructions."
Abstract: "Shoot x Shoot is the first game for EduTurtle. It's a 6th grade Math game that combines topics like "Multiples", "Cartesian Plane", "International and English measurement systems", "Percentages and fractions". Through a pre game test we obtain a score of the students on the subjects then is a game time and before this time we measure again with a similar test the score of the students in order to measure an influence of the game on the students about this subjects. The online platform EduTurlte offers educational games for elementary schools children. In a near future at http://www.eduturtle.com girls and boys may come to play (and at the same time learn and reinforce their knowledge) by keeping track of their progress in games on various topics at different grades. It is also a way to reinforce the lessons learned in the classroom and/or books through games that capture their attention over entertainment. "
Abstract: "An innovative mathematics game shown to be effective for low-achieving mainstream students is tested in special education for learners with intellectual disabilities. The game relies on a graphical, intuitive representation for numbers and arithmetic operations to foster conceptual understanding and numbers sense, and provides a set of 2-player games to develop strategic thinking and reasoning skills. The game runs on computers and interactive white boards, and as an augmented reality application at a science centre. We compare its use in special education and mainstream education with respect to usage, performance levels and learning gain. The game has been used by teachers in special educations, with gains in mathematical understanding, strategic thinking and communication skills as effects."
Interactive Mathematics uses LiveMath, Flash and Scientific Notebook to enhance mathematics lessons.
Topics range from grade 8 algebra to college-level Laplace Transformations.
Didn't find what you are looking for on this page? Try search: This algebra solver can solve a wide range of math problems. (Please be patient while it loads.) Easy to understand math lessons on DVD. See samples before you commit. (Well, not really a math game, but each game was made using math...)
I was skeptical about playing games, but since I'm a mom of two, I have to choose proper games for my children. I like ABCya https://abcya.pissedconsumer.com/review.html. My kids can learn math and have fun at the same time. What can be better?
From the abstract: "this study investigated how the perspectives of the non-computer science educators changed after learning game-programming and how it could be fitted into the K-12 curriculum. Fourteen non-computer science educators and/or administrators in the K - 16 educational systems who made up a cohort at Sam Houston State University, Master of Education/Instructional Technology Program participated in this study. The participants were required to learn two free Web 2.0 game-programming applications and reflect on an article related to reviving interest in math and science as part of their program. Qualitative data consisted of online reflections, and peer-review processes through Facebook. A quantitative component was added to the analysis. The findings indicated that: (a) the perspectives of the participants changed from negative to positive as they reflected on their own game-programming learning experiences; (b) participants came to understand how game programming could build up students' logical concepts and critical thinking skills improving performances in math, science, and other subjects; and (c) due to the benefits of logical concepts and critical thinking skills game programming could have immense benefits if built into the K-12 curriculum."
Abstract: "In traditional mathematics education, students have typically been asked to solve lots of tedious and uninteresting exercises for developing the arithmetic skills of addition and subtraction. The paper provides an account of learning arithmetic skills in a more interesting way through the collaborative playing of a puzzle game. 83 students in three classes in Grade 4 were asked to solve arithmetic problems with three different methods: via playing an adapted "cross number puzzle" game on Group Scribbles (GS) collaboratively, via playing the same game on GS individually, and via the traditional method of teaching and learning, i.e. with no games at all. Analysis of the pre and post learning achievement data reveals that the two classes who played the game performed better than the control class, with the collaborative class students achieving better than the individual class students. By playing the game, low-ability students, in particular, made the most significant progress in arithmetic capability and in building up their confidence in doing arithmetic calculations."
Abstract:"Prime Climb is an educational game that provides individual support for learning
number factorization skills in the form of hints based on a model of student learning. Previous
studies with Prime Climb indicated that students may not always be paying attention to
the hints, even when they are justified (i.e. based on a student model's assessment). In this
thesis we will discuss the test-bed game, Prime Climb, and our re-implementation of the
game which allowed us to modify the game dynamically and will allow for more rapid prototyping
in the future. To assist students as they play the game, Prime Climb includes a pedagogical
agent which provides individualized support by providing user-adaptive hints. We
then move into our work with the eye-tracker to better understand if and how students process
the agent's personalized hints. We will conclude with a user study in which we use eyetracking
data to capture user attention patterns as impacted by factors related to existing user
knowledge, hint types, and attitude towards getting help in general. We plan to leverage these
results in the future to make hint delivery more effective."
(abstract only, full text requires subscription or purchase) "We analyze the logs of an online mathematics game tournament, played simultaneously by thousands of students. Nearly 10,000 students, coming from 356 schools from all regions in Chile, registered to the fourth tournament instance. The children play in teams of 12 students from the same class, and send their personal bets to a central server every 2 minutes. Each competition lasts about one clock hour and takes place within school hours. Students are pre-registered and trained by their school teacher. The teacher is responsible for reviewing curriculum contents useful for improving performance at the game and coaches students participating in trial tournaments taking place a few weeks before the national tournament. All bets are recorded in a database that enables us to analyze later the sequence of bets made by each student. Using cluster analysis with this information, we have identified three types of players, each with a well-defined strategy. "
A Dustbin game is great for helping students to organise ideas into categories.
Students or teachers can create up to four categories of factors. The game created by ClassTools.net then involves students dragging and dropping each factor into its correct category as quickly as possible in a "race against the clock"!