مقاله انگلیسی بررسی رویکردهای آموزشی و انواع دانش ریاضی در بازی های آموزشی
Abstract
Keywords
Introduction
Literature review
Purpose
Method
Results
Discussion
Limitations
Future directions
CRediT author statement
Disclosure of potential conflicts of interest
Research involving human participants and/or animals
Informed consent
Appendix A. Supplementary data
References
ABSTRACT
This meta-analysis systematically reviewed math game studies published between 2010 and 2020 and evaluated them with respect to a) the type of pedogeological foundations inherent in games using Kebritchi and Hirumi’s (2008) framework, b) the type of mathematics knowledge they facilitated (Bisanz & LeFevre, 1990; Rittle-Johnson, 2017), and c) their effect on math learning. Only 23 out of 26 studies used games based on a clear pedagogical approach and many studies measured multiple knowledge types. A direct instructional approach was most often used in games to target factual knowledge and resulted in an overall medium sized effect (g = 0.58), whereas procedural and conceptual knowledge were used by games using three types of pedagogical approach: experiential, discovery, and constructivist approaches but with mixed effect sizes. Overall, behaviorally oriented pedagogies are still dominant in math games and the effectiveness of each pedagogical approach varies as a function of knowledge type.
Introduction
The ever-changing technological landscape is transforming how people live and communicate with each other; as a result, technology has become ubiquitous in the lives of today’s children (Prensky, 2001a). Previous studies have shown how connected children are with interactive media (Lenhart, Smith, Anderson, Duggan, & Perrin, 2015; Rideout & Robb, 2019): for instance, it has been found that 72% of teenagers play videogames (Lenhart et al., 2015) and teens spend an average of 7 and half hours a day on entertainment media, not including time spent at school or on homework (Rideout & Robb, 2019). Additionally, a recent social policy report published by the Society for Research on Child Development (Blumberg et al., 2019) found in a survey of children under 8 that usage of interactive games is about 25 min daily, with little usage before age 2. Despite this high level of usage and growing interest among teens, adolescents, and younger children, it appears that educators have yet to take full advantage of learning technologies for Science, Technology, Engineering, and Mathematics subjects. Yet, the past decade has also seen rapid development and adoption of educational games in classrooms and these educational games have the potential to improve learning and instruction (Clark, Tanner-Smith, & Killingsworth, 2016; F.A.S, 2006; Wouters and van Oostendorp, 2013). Although research has supported the use of games as pedagogical tools (Boyle et al., 2016; Girard, Ecalle, & Magnan, 2013; Outhwaite, Faulder, Gulliford, & Pitchford, 2019), how educators approach learning and delivering curricula via games varies in effectiveness (Olney, Herrington, & Verenikina, 2008).