The effects of an educational video game on mathematical engagement |
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| Authors: | Mido Chang Michael A Evans Sunha Kim Anderson Norton Kirby Deater-Deckard Yavuz Samur |
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| Institution: | 1.Department of Leadership & Professional Studies, College of Education,Florida International University,Miami,USA;2.Department of Curriculum, Instruction, and Counselor Education,North Carolina State University,Raleigh,USA;3.Department of Counseling, School, & Educational Psychology,State University of New York at Buffalo,Buffalo,USA;4.Department of Mathematics,Virginia Tech,Blacksburg,USA;5.Department of Psychology,Virginia Tech,Blacksburg,USA;6.Department of Computer Education and Instructional Technologies,Bahcesehir University,Istanbul,Turkey |
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| Abstract: | In an effort to maximizing success in mathematics, our research team implemented an educational video game in fifth grade mathematics classrooms in five schools in the Eastern US. The educational game was developed by our multi-disciplinary research team to achieve a hypothetical learning trajectory of mathematical thinking of 5th grade students. In this study, we examined overall engagement and three sub-domains of engagement as outcome variables after ten sessions of treatment with fifth grade students. The results showed that both male and female the video game group had slight increases in all engagement levels while students, particularly male, in the paper-and-pencil drill group displayed large decreases in all engagement levels. Implications of the study are 1) more fine-grained evidence of engagement in three sub-domains after implementing an educational video game, and 2) a consideration of gender differences in engagement levels in mathematics in the adoption of a video games. |
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