Assessing fraction knowledge by a digital game

Manuel Ninaus, Kristian Kiili, Jake McMullen, Korbinian Moeller

    Research output: Contribution to journalArticleScientificpeer-review

    52 Citations (Scopus)

    Abstract

    Serious or educational games gain increasing research interest as tools to augment traditional instructional approaches on scholastic learning, especially in mathematics education. In this study, we investigated whether game-based approaches may not only be useful to foster numerical learning but may also be valid as an assessment tool. To measure their conceptual knowledge of fractions eleven-year-old students played a math game on tablet computers using tilt-control to navigate an avatar along a number line for a total of 30 min. Findings indicated that hallmark effects of fraction magnitude processing typically observed in basic research, such as the numerical distance effect, were successfully replicated using the game-based assessment. Moreover, fraction comparison performance as well as fraction estimation accuracy correlated significantly with students’ math grades. Therefore, the results of the current study suggest that game-based learning environments for fraction education (even using tilt-control) may also allow for a valid assessment of students’ fraction knowledge.

    Original languageEnglish
    Pages (from-to)197-206
    Number of pages10
    JournalComputers in Human Behavior
    Volume70
    DOIs
    Publication statusPublished - 1 May 2017
    Publication typeA1 Journal article-refereed

    Keywords

    • Alternative assessment
    • Digital game
    • Fractions
    • Mathematics
    • Serious game

    Publication forum classification

    • Publication forum level 2

    ASJC Scopus subject areas

    • Arts and Humanities (miscellaneous)
    • Human-Computer Interaction
    • General Psychology

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