An Overview Of Learning Support Factors On Mathematic Games

Ahmad Fairuzabadi; Ahmad Afif Supianto

doi:10.22219/kinetik.v4i2.761

Issue

Vol 4, No 2, May 2019

Issue Published : Mar 4, 2019

An Overview Of Learning Support Factors On Mathematic Games

https://doi.org/10.22219/kinetik.v4i2.761

Ahmad Fairuzabadi

Universitas Brawijaya, Malang, Indonesia

Ahmad Afif Supianto

Universitas Brawijaya, Malang, Indonesia

Corresponding Author(s) : Ahmad Fairuzabadi

zabedhasekar@gmail.com

Kinetik: Game Technology, Information System, Computer Network, Computing, Electronics, and Control, Vol 4, No 2, May 2019
Article Published : May 28, 2019

Abstract

In this study, we examined the factors in game design that were used by developers to support the interests of mathematics learning. The aim is to overcome the lack of empirical evidence about the impact of factors in the game on learning outcomes, identify how the design of in-game activities affects learning, and develop an overview of general recommendations for designing mathematics education games. This study tries to illustrate the impact of game design factors in mathematics education games on the objectives and results of game-based learning.

Keywords

Game Technology Game-based Learning Educational game Mathematical game Game design Main-gaming elements

Fairuzabadi, A., & Supianto, A. A. (2019). An Overview Of Learning Support Factors On Mathematic Games. Kinetik: Game Technology, Information System, Computer Network, Computing, Electronics, and Control, 4(2), 169-178. https://doi.org/10.22219/kinetik.v4i2.761

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References

E. A. Boyle et al., “An update to the systematic literature review of empirical evidence of the impacts and outcomes of computer games and serious games,” Comput. Educ., vol. 94, pp. 178–192, 2016.
T. M. Connolly, E. A. Boyle, E. MacArthur, T. Hainey, and J. M. Boyle, “A systematic literature review of empirical evidence on computer games and serious games,” Comput. Educ., vol. 59, no. 2, pp. 661–686, 2012.
A. I. Abdul Jabbar and P. Felicia, “Gameplay Engagement and Learning in Game-Based Learning: A Systematic Review,” Rev. Educ. Res., vol. 85, no. 4, pp. 740–779, 2015.
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S. Vandercruysse et al., “The effectiveness of a math game: The impact of integrating conceptual clarification as support,” Comput. Human Behav., vol. 64, pp. 21–33, 2016.
Z. Xiao, Y. Yao, and W.-T. Fu, “Cubicle: An Adaptive Educational Gaming Platform for Training Spatial Visualization Skills,” Proc. 23rd Int. Conf. Intell. User Interfaces Companion - IUI’18, pp. 1–2, 2018.
E. McCarthy, M. Tiu, and L. Li, “Learning Math with Curious George and the Odd Squad: Transmedia in the Classroom,” Technol. Knowl. Learn., vol. 23, no. 2, pp. 223–246, 2018.
K. Kiili and H. Ketamo, “Evaluating Cognitive and Affective Outcomes of a Digital Game-Based Math Test,” IEEE Trans. Learn. Technol., vol. 11, no. 2, pp. 255–263, 2018.
K. Kiili, K. Moeller, and M. Ninaus, “Evaluating the effectiveness of a game-based rational number training - In-game metrics as learning indicators,” Comput. Educ., vol. 120, no. February, pp. 13–28, 2018.
B. Brezovszky et al., “Effects of a mathematics game-based learning environment on primary school students’ adaptive number knowledge,” Comput. Educ., vol. 128, no. September 2018, pp. 63–74, 2019.
M. Maertens, M. Vandewaetere, F. Cornillie, and P. Desmet, “From pen-and-paper content to educational math game content for children: A transfer with added difficulty,” Int. J. Child-Computer Interact., vol. 2, no. 2, pp. 85–92, 2014.
E. Núñez Castellar, A. All, L. De Marez, and J. Van Looy, “Cognitive abilities, digital games and arithmetic performance enhancement: A study comparing the effects of a math game and paper exercises,” Comput. Educ., vol. 85, pp. 123–133, 2015.
L. de M. Elena Núñez Castellar, Jan Van Looy, Arnaud Szmalec, “Improving arithmetic skills through gameplay: Assessment of the effectiveness of an educational game in terms of cognitive and affective learning outcomes,” J. Med. Assoc. Thail., vol. 99, no. 2, pp. 175–181, 2016.
K. Schenke, T. Rutherford, and G. Farkas, “Alignment of game design features and state mathematics standards: Do results reflect intentions?,” Comput. Educ., vol. 76, pp. 215–224, 2014.
D. Barreto, L. Vasconcelos, and M. Orey, “Motivation and learning engagement through playing math video games,” Malaysian J. Learn. Instr., vol. 14, no. 2, pp. 1–21, 2017.
I. Arroyo, M. Micciollo, J. Casano, E. Ottmar, T. Hulse, and M. M. Rodrigo, “Wearable Learning: Multiplayer Embodied Games for Math,” Proc. Annu. Symp. Comput. Interact. Play, pp. 205–216, 2017.
Z. Peddycord-Liu, C. Cody, S. Kessler, T. Barnes, C. F. Lynch, and T. Rutherford, “Using Serious Game Analytics to Inform Digital Curricular Sequencing,” Proc. Annu. Symp. Comput. Interact. Play - CHI Play ’17, pp. 195–204, 2017.
G. Kalmpourtzis, “Find the Jackalop: A Game Enhancing Young Children’s Spatial Thinking,” CHI ’14 Ext. Abstr. Hum. Factors Comput. Syst., pp. 1165–1170, 2014.
K. Trujillo, B. Chamberlin, K. Wiburg, and A. Armstrong, “Measurement in Learning Games Evolution: Review of Methodologies Used in Determining Effectiveness of Math Snacks Games and Animations,” Technol. Knowl. Learn., vol. 21, no. 2, pp. 155–174, 2016.
S. F. Verkijika and L. De Wet, “Using a brain-computer interface (BCI) in reducing math anxiety: Evidence from South Africa,” Comput. Educ., vol. 81, pp. 113–122, 2015.
L. Pareto, “A teachable agent game engaging primary school children to learn arithmetic concepts and reasoning,” Int. J. Artif. Intell. Educ., vol. 24, no. 3, pp. 251–283, 2014.
M. H. Falakmasir, J. P. Gonzalez-Brenes, G. J. Gordon, and K. E. DiCerbo, “A Data-Driven Approach for Inferring Student Proficiency from Game Activity Logs,” Proc. Third ACM Conf. Learn. @ Scale - L@S ’16, pp. 341–349, 2016.
E. Fokides, “Digital educational games and mathematics. Results of a case study in primary school settings,” Educ. Inf. Technol., vol. 23, no. 2, pp. 851–867, 2018.
J. C. Young, M. B. Kristanda, and S. Hansun, “ARmatika: 3D game for arithmetic learning with Augmented Reality technology,” 2016 Int. Conf. Informatics Comput. ICIC 2016, no. Icic, pp. 355–360, 2017.
J. E. G. TeAirra M. Brown, Tiffanie R. Smith, Joseph L. Gabbard, “Augmenting Mathematical Education for Minority Students,” vol. 94, no. 17, pp. 6229–6230, 2016.
J. Li, J. Hu, E. Van der Spek, and L. Feijs, “SEE ME ROAR: Self-determination Enhanced Engagement for Math Education Relying On Augmented Reality,” vol. 45, no. 5, pp. 1028–1036, 2017.
F. A. Pritami and I. Muhimmah, “Digital Game Based Learning using Augmented Reality for Mathematics Learning,” Proc. 2018 7th Int. Conf. Softw. Comput. Appl. - ICSCA 2018, pp. 254–258, 2018.
A. M. Toda, R. S. Do Carmo, V. Campos, A. L. Da Silva, and J. D. Brancher, “Evaluation of SiGMa, an empiric study with Math teachers,” Proc. - Front. Educ. Conf. FIE, vol. 2014, 2015.
J. O’Rourke, S. Main, and S. Hill, “Technology in the Classroom: Improving Automaticity in Mental-maths in Primary-aged Students,” Aust. J. Teach. Educ., vol. 42, no. 10, pp. 50–70, 2017.
T. Bouzid, H. Darhmaoui, and F. Kaddari, “Promoting elementary mathematics learning through digital games,” Proc. 2nd Int. Conf. Big Data, Cloud Appl. - BDCA’17, pp. 1–4, 2017.
I. Arroyo, B. P. Woolf, W. Burelson, K. Muldner, D. Rai, and M. Tai, “A multimedia adaptive tutoring system for mathematics that addresses cognition, metacognition and affect,” Int. J. Artif. Intell. Educ., vol. 24, no. 4, pp. 387–426, 2014.
M. Chang, M. A. Evans, S. Kim, A. Norton, K. Deater-Deckard, and Y. Samur, “The effects of an educational video game on mathematical engagement,” Educ. Inf. Technol., vol. 21, no. 5, pp. 1283–1297, 2016.

References

E. A. Boyle et al., “An update to the systematic literature review of empirical evidence of the impacts and outcomes of computer games and serious games,” Comput. Educ., vol. 94, pp. 178–192, 2016.

T. M. Connolly, E. A. Boyle, E. MacArthur, T. Hainey, and J. M. Boyle, “A systematic literature review of empirical evidence on computer games and serious games,” Comput. Educ., vol. 59, no. 2, pp. 661–686, 2012.

A. I. Abdul Jabbar and P. Felicia, “Gameplay Engagement and Learning in Game-Based Learning: A Systematic Review,” Rev. Educ. Res., vol. 85, no. 4, pp. 740–779, 2015.

T. Chih-Hsiao and J. C. Yen, “Effect of an Equivalent Fractions Digital Game on the Learning Outcome, Motivation, and Flow Types among Elementary School Students,” Proc. - 5th Int. Conf. Educ. Innov. through Technol. EITT 2016, pp. 70–75, 2017.

H. R. Chen, C. H. Jian, W. S. Lin, P. C. Yang, and H. Y. Chang, “Design of digital game-based learning in elementary school mathematics,” Proc. - 2014 7th Int. Conf. Ubi-Media Comput. Work. U-MEDIA 2014, pp. 322–325, 2014.

A. G. Safitri, A. S. Prihatmanto, and P. H. Rusmin, “Design and implementation of educational game based on thematic curriculum using three layered thinking model (Case study: Applying number and social arithmetic in the real life),” Proc. 2015 4th Int. Conf. Interact. Digit. Media, ICIDM 2015, no. Icidm, 2016.

S. Vandercruysse et al., “The effectiveness of a math game: The impact of integrating conceptual clarification as support,” Comput. Human Behav., vol. 64, pp. 21–33, 2016.

Z. Xiao, Y. Yao, and W.-T. Fu, “Cubicle: An Adaptive Educational Gaming Platform for Training Spatial Visualization Skills,” Proc. 23rd Int. Conf. Intell. User Interfaces Companion - IUI’18, pp. 1–2, 2018.

E. McCarthy, M. Tiu, and L. Li, “Learning Math with Curious George and the Odd Squad: Transmedia in the Classroom,” Technol. Knowl. Learn., vol. 23, no. 2, pp. 223–246, 2018.

K. Kiili and H. Ketamo, “Evaluating Cognitive and Affective Outcomes of a Digital Game-Based Math Test,” IEEE Trans. Learn. Technol., vol. 11, no. 2, pp. 255–263, 2018.

K. Kiili, K. Moeller, and M. Ninaus, “Evaluating the effectiveness of a game-based rational number training - In-game metrics as learning indicators,” Comput. Educ., vol. 120, no. February, pp. 13–28, 2018.

B. Brezovszky et al., “Effects of a mathematics game-based learning environment on primary school students’ adaptive number knowledge,” Comput. Educ., vol. 128, no. September 2018, pp. 63–74, 2019.

M. Maertens, M. Vandewaetere, F. Cornillie, and P. Desmet, “From pen-and-paper content to educational math game content for children: A transfer with added difficulty,” Int. J. Child-Computer Interact., vol. 2, no. 2, pp. 85–92, 2014.

E. Núñez Castellar, A. All, L. De Marez, and J. Van Looy, “Cognitive abilities, digital games and arithmetic performance enhancement: A study comparing the effects of a math game and paper exercises,” Comput. Educ., vol. 85, pp. 123–133, 2015.

L. de M. Elena Núñez Castellar, Jan Van Looy, Arnaud Szmalec, “Improving arithmetic skills through gameplay: Assessment of the effectiveness of an educational game in terms of cognitive and affective learning outcomes,” J. Med. Assoc. Thail., vol. 99, no. 2, pp. 175–181, 2016.

K. Schenke, T. Rutherford, and G. Farkas, “Alignment of game design features and state mathematics standards: Do results reflect intentions?,” Comput. Educ., vol. 76, pp. 215–224, 2014.

D. Barreto, L. Vasconcelos, and M. Orey, “Motivation and learning engagement through playing math video games,” Malaysian J. Learn. Instr., vol. 14, no. 2, pp. 1–21, 2017.

I. Arroyo, M. Micciollo, J. Casano, E. Ottmar, T. Hulse, and M. M. Rodrigo, “Wearable Learning: Multiplayer Embodied Games for Math,” Proc. Annu. Symp. Comput. Interact. Play, pp. 205–216, 2017.

Z. Peddycord-Liu, C. Cody, S. Kessler, T. Barnes, C. F. Lynch, and T. Rutherford, “Using Serious Game Analytics to Inform Digital Curricular Sequencing,” Proc. Annu. Symp. Comput. Interact. Play - CHI Play ’17, pp. 195–204, 2017.

G. Kalmpourtzis, “Find the Jackalop: A Game Enhancing Young Children’s Spatial Thinking,” CHI ’14 Ext. Abstr. Hum. Factors Comput. Syst., pp. 1165–1170, 2014.

K. Trujillo, B. Chamberlin, K. Wiburg, and A. Armstrong, “Measurement in Learning Games Evolution: Review of Methodologies Used in Determining Effectiveness of Math Snacks Games and Animations,” Technol. Knowl. Learn., vol. 21, no. 2, pp. 155–174, 2016.

S. F. Verkijika and L. De Wet, “Using a brain-computer interface (BCI) in reducing math anxiety: Evidence from South Africa,” Comput. Educ., vol. 81, pp. 113–122, 2015.

L. Pareto, “A teachable agent game engaging primary school children to learn arithmetic concepts and reasoning,” Int. J. Artif. Intell. Educ., vol. 24, no. 3, pp. 251–283, 2014.

M. H. Falakmasir, J. P. Gonzalez-Brenes, G. J. Gordon, and K. E. DiCerbo, “A Data-Driven Approach for Inferring Student Proficiency from Game Activity Logs,” Proc. Third ACM Conf. Learn. @ Scale - L@S ’16, pp. 341–349, 2016.

E. Fokides, “Digital educational games and mathematics. Results of a case study in primary school settings,” Educ. Inf. Technol., vol. 23, no. 2, pp. 851–867, 2018.

J. C. Young, M. B. Kristanda, and S. Hansun, “ARmatika: 3D game for arithmetic learning with Augmented Reality technology,” 2016 Int. Conf. Informatics Comput. ICIC 2016, no. Icic, pp. 355–360, 2017.

J. E. G. TeAirra M. Brown, Tiffanie R. Smith, Joseph L. Gabbard, “Augmenting Mathematical Education for Minority Students,” vol. 94, no. 17, pp. 6229–6230, 2016.

J. Li, J. Hu, E. Van der Spek, and L. Feijs, “SEE ME ROAR: Self-determination Enhanced Engagement for Math Education Relying On Augmented Reality,” vol. 45, no. 5, pp. 1028–1036, 2017.

F. A. Pritami and I. Muhimmah, “Digital Game Based Learning using Augmented Reality for Mathematics Learning,” Proc. 2018 7th Int. Conf. Softw. Comput. Appl. - ICSCA 2018, pp. 254–258, 2018.

A. M. Toda, R. S. Do Carmo, V. Campos, A. L. Da Silva, and J. D. Brancher, “Evaluation of SiGMa, an empiric study with Math teachers,” Proc. - Front. Educ. Conf. FIE, vol. 2014, 2015.

J. O’Rourke, S. Main, and S. Hill, “Technology in the Classroom: Improving Automaticity in Mental-maths in Primary-aged Students,” Aust. J. Teach. Educ., vol. 42, no. 10, pp. 50–70, 2017.

T. Bouzid, H. Darhmaoui, and F. Kaddari, “Promoting elementary mathematics learning through digital games,” Proc. 2nd Int. Conf. Big Data, Cloud Appl. - BDCA’17, pp. 1–4, 2017.

I. Arroyo, B. P. Woolf, W. Burelson, K. Muldner, D. Rai, and M. Tai, “A multimedia adaptive tutoring system for mathematics that addresses cognition, metacognition and affect,” Int. J. Artif. Intell. Educ., vol. 24, no. 4, pp. 387–426, 2014.

M. Chang, M. A. Evans, S. Kim, A. Norton, K. Deater-Deckard, and Y. Samur, “The effects of an educational video game on mathematical engagement,” Educ. Inf. Technol., vol. 21, no. 5, pp. 1283–1297, 2016.

Issue

Vol 4, No 2, May 2019

An Overview Of Learning Support Factors On Mathematic Games

Corresponding Author(s) : Ahmad Fairuzabadi

Abstract

Keywords

Download Citation

References

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