A game-based approach to examining students' conceptual knowledge of fractions

Manuel Ninaus, Kristian Kiili, Jake McMullen, Korbinian Moeller

    Research output: Chapter in Book/Report/Conference proceedingConference contributionScientificpeer-review

    6 Citations (Scopus)


    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.
    Original languageEnglish
    Title of host publicationGames and Learning Alliance: 5th International Conference, GALA 2016,
    Subtitle of host publicationUtrecht, Utrecht, The Netherlands, December 5-7, 2016, Proceedings
    EditorsRosa Bottino, Johan Jeuring, Remco C. Veltkamp
    PublisherSpringer International Publishing
    Number of pages13
    ISBN (Print)978-3-319-50182-6
    Publication statusPublished - 2016
    Publication typeA4 Article in conference proceedings
    Event Games and Learning Alliance Conference -
    Duration: 1 Jan 2000 → …

    Publication series

    NameLectures Notes in Computer Science
    ISSN (Print)0302-9743


    Conference Games and Learning Alliance Conference
    Period1/01/00 → …

    Publication forum classification

    • Publication forum level 1


    Dive into the research topics of 'A game-based approach to examining students' conceptual knowledge of fractions'. Together they form a unique fingerprint.

    Cite this