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

Manuel Ninaus; Kristian Kiili; Jake McMullen; Korbinian Moeller

doi:10.1007/978-3-319-50182-6_4

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 proceeding › Conference contribution › Scientific › peer-review

6 Citations (Scopus)

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.

Original language	English
Title of host publication	Games and Learning Alliance: 5th International Conference, GALA 2016,
Subtitle of host publication	Utrecht, Utrecht, The Netherlands, December 5-7, 2016, Proceedings
Editors	Rosa Bottino, Johan Jeuring, Remco C. Veltkamp
Publisher	Springer International Publishing
Pages	37-49
Number of pages	13
Volume	10056
ISBN (Print)	978-3-319-50182-6
DOIs	https://doi.org/10.1007/978-3-319-50182-6_4
Publication status	Published - 2016
Publication type	A4 Article in conference proceedings
Event	Games and Learning Alliance Conference - Duration: 1 Jan 2000 → …

Publication series

Name	Lectures Notes in Computer Science
ISSN (Print)	0302-9743

Conference

Conference	Games and Learning Alliance Conference
Period	1/01/00 → …

Publication forum classification

Publication forum level 1

Access to Document

10.1007/978-3-319-50182-6_4

Cite this

Ninaus, M., Kiili, K., McMullen, J., & Moeller, K. (2016). A game-based approach to examining students' conceptual knowledge of fractions. In R. Bottino, J. Jeuring, & R. C. Veltkamp (Eds.), Games and Learning Alliance: 5th International Conference, GALA 2016, : Utrecht, Utrecht, The Netherlands, December 5-7, 2016, Proceedings (Vol. 10056, pp. 37-49). (Lectures Notes in Computer Science). Springer International Publishing. https://doi.org/10.1007/978-3-319-50182-6_4

Ninaus, Manuel ; Kiili, Kristian ; McMullen, Jake et al. / A game-based approach to examining students' conceptual knowledge of fractions. Games and Learning Alliance: 5th International Conference, GALA 2016, : Utrecht, Utrecht, The Netherlands, December 5-7, 2016, Proceedings. editor / Rosa Bottino ; Johan Jeuring ; Remco C. Veltkamp. Vol. 10056 Springer International Publishing, 2016. pp. 37-49 (Lectures Notes in Computer Science).

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title = "A game-based approach to examining students' conceptual knowledge of fractions",

abstract = "Considering the difficulties many students and even educated adultsface with reasoning about fractions, the potential for serious games to augmenttraditional instructional approaches on this topic is strong. The present studyaims at providing evidence for the validity of a serious game used for studyingstudents{\textquoteright} conceptual knowledge of fractions. A total of 54 Finnish fifth gradersplayed the math game on tablet computers using tilt-control to maneuver anavatar along a number line for a total of 30 min. Results indicated that most ofthe hallmark effects of fraction magnitude processing as identified in basicresearch on numerical cognition were successfully replicated using our seriousgame. This clearly suggests that game-based approaches for fraction education(even using tilt-control) are possible and may be effective tools for assessing andpossibly promoting students{\textquoteright} conceptual knowledge of fractions.",

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Ninaus, M, Kiili, K, McMullen, J & Moeller, K 2016, A game-based approach to examining students' conceptual knowledge of fractions. in R Bottino, J Jeuring & RC Veltkamp (eds), Games and Learning Alliance: 5th International Conference, GALA 2016, : Utrecht, Utrecht, The Netherlands, December 5-7, 2016, Proceedings. vol. 10056, Lectures Notes in Computer Science, Springer International Publishing, pp. 37-49, Games and Learning Alliance Conference, 1/01/00. https://doi.org/10.1007/978-3-319-50182-6_4

A game-based approach to examining students' conceptual knowledge of fractions. / Ninaus, Manuel; Kiili, Kristian; McMullen, Jake et al.
Games and Learning Alliance: 5th International Conference, GALA 2016, : Utrecht, Utrecht, The Netherlands, December 5-7, 2016, Proceedings. ed. / Rosa Bottino; Johan Jeuring; Remco C. Veltkamp. Vol. 10056 Springer International Publishing, 2016. p. 37-49 (Lectures Notes in Computer Science).

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › Scientific › peer-review

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PY - 2016

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AB - Considering the difficulties many students and even educated adultsface with reasoning about fractions, the potential for serious games to augmenttraditional instructional approaches on this topic is strong. The present studyaims at providing evidence for the validity of a serious game used for studyingstudents’ conceptual knowledge of fractions. A total of 54 Finnish fifth gradersplayed the math game on tablet computers using tilt-control to maneuver anavatar along a number line for a total of 30 min. Results indicated that most ofthe hallmark effects of fraction magnitude processing as identified in basicresearch on numerical cognition were successfully replicated using our seriousgame. This clearly suggests that game-based approaches for fraction education(even using tilt-control) are possible and may be effective tools for assessing andpossibly promoting students’ conceptual knowledge of fractions.

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Ninaus M, Kiili K, McMullen J, Moeller K. A game-based approach to examining students' conceptual knowledge of fractions. In Bottino R, Jeuring J, Veltkamp RC, editors, Games and Learning Alliance: 5th International Conference, GALA 2016, : Utrecht, Utrecht, The Netherlands, December 5-7, 2016, Proceedings. Vol. 10056. Springer International Publishing. 2016. p. 37-49. (Lectures Notes in Computer Science). doi: 10.1007/978-3-319-50182-6_4

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

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