Group items tagged

"intrinsic approach to designing educational games" studied in experiments with Zombie Division to teach math to 7 and 11 year olds

Discusses theory of motivational learning in educational games and presents a research study involving 115 elementary school students in math class using digital game-based learning

A study on the efficacy of introducing game-like achievements in classroom learning, with math as one of the examples, see appendices

Abstract: Educational videogames can be designed to provide instructional feedback that is responsive to specific actions. However, existing research indicates that students tend to ignore videogame feedback and subsequently use less effective help-seeking strategies. Research on help-seeking in learning environments has primarily focused on the role of cognitive factors, the nature of the help, or issues of timing and frequency. There is a noticeable gap in understanding regarding how to motivate and increase the use of feedback for improved learning. Using a pre-algebra videogame, this study examined the relationship between an incentive to use feedback and math achievement. A randomized-control design was employed, which compared learning outcomes of students who received the incentive to those who did not. Results indicated that students given the incentive to use feedback had significantly higher normalized change scores on math items (d = .53), with stronger effects for students with low academic intrinsic motivation (d = .88 - 1.17).