A Game-Based Approach to Examining Students' Conceptual Knowledge of Fractions

被引：6

作者：

Ninaus, Manuel ^{[1
,2
]}

Kiili, Kristian ^{[3
]}

McMullen, Jake ^{[4
]}

Moeller, Korbinian ^{[1
,2
,5
]}

机构：

[1] Leibniz Inst fr Wissensmedien, Tubingen, Germany

[2] Eberhard Karls Univ Tubingen, LEAD Grad Sch, Tubingen, Germany

[3] Tampere Univ Technol, TUT Game Lab, Tampere, Finland

[4] Univ Turku, Ctr Learning Res, Turku, Finland

[5] Eberhard Karls Univ Tubingen, Dept Psychol, Tubingen, Germany

来源：

GAMES AND LEARNING ALLIANCE, GALA 2016 | 2016年 / 10056卷

关键词：

NATURAL NUMBER BIAS; WHOLE NUMBER; REACTION-TIME; REPRESENTATION; MAGNITUDES; LINE;

D O I：

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

中图分类号：

TP39 [计算机的应用];

学科分类号：

081203 ; 0835 ;

摘要：

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.

引用

页码：37 / 49

页数：13

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