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Sustainable Competence Development of Business Students: Effectiveness of Using Serious Games Read chapter Read first chapter

2016 | OriginalPaper | Chapter

A Game-Based Approach to Examining Students’ Conceptual Knowledge of Fractions

Authors : Manuel Ninaus, Kristian Kiili, Jake McMullen, Korbinian Moeller

Published in: Games and Learning Alliance

Publisher: Springer International Publishing

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Abstract

Considering the difficulties many students and even educated adults face with reasoning about fractions, the potential for serious games to augment traditional instructional approaches on this topic is strong. The present study aims at providing evidence for the validity of a serious game used for studying students’ conceptual knowledge of fractions. A total of 54 Finnish fifth graders played the math game on tablet computers using tilt-control to maneuver an avatar along a number line for a total of 30 min. Results indicated that most of the hallmark effects of fraction magnitude processing as identified in basic research on numerical cognition were successfully replicated using our serious game. This clearly suggests that game-based approaches for fraction education (even using tilt-control) are possible and may be effective tools for assessing and possibly promoting students’ conceptual knowledge of fractions.

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previous chapter Designing Virtual River: A Serious Gaming Environment to Collaboratively Explore Management Strategies in River and Floodplain Maintenance
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Appendix
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Metadata
Title
A Game-Based Approach to Examining Students’ Conceptual Knowledge of Fractions
Authors
Manuel Ninaus
Kristian Kiili
Jake McMullen
Korbinian Moeller
Copyright Year
2016
Book
Games and Learning Alliance

Print ISBN: 978-3-319-50181-9

Electronic ISBN: 978-3-319-50182-6

Copyright Year: 2016

DOI
https://doi.org/10.1007/978-3-319-50182-6_4

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