Abstract
Developing knowledge and understanding of multiplicative relations is a main goal of
primary school mathematics education. It is important that students consolidate basic
multiplication table facts as well as learn how to flexibly apply this knowledge in more
complex multiplicative problems [e.g., 1, 2]. Mathematical computer games are
considered to contribute to attaining both these learning goals [e.g., 3]. However, as
recent review articles have pointed out, clear empirical evidence of the effects of
educational computer games is sparse, and in-class longitudinal studies are needed [e.g.,
4, 5]. In the BRXXX study we use a large-scale longitudinal design to provide evidence
for the domain of multiplication and division. Moreover, our study goes beyond the use
of computer games in class and also includes playing games at home. We investigate the
effects of multiplication and division mini-games from the popular website RekenWeb
(www.rekenweb.nl).
Our research questions are: 1) What are the effects of playing multiplicative minigames
on students’ multiplicative abilities?; and 2) In what setting are multiplicative
mini-games most effective? In this paper we present the preliminary results of the first
year of the study.
| Original language | English |
|---|---|
| Title of host publication | Serious games: The challenge |
| Editors | Stefan De Wannemacker, Sylke Vandercruysse, Geraldine Clarebout |
| Place of Publication | Heidelberg |
| Publisher | Springer |
| Pages | 53-57 |
| Number of pages | 90 |
| ISBN (Electronic) | 978-3-642-33814-4 |
| ISBN (Print) | 978-3-642-33813-7 |
| DOIs | |
| Publication status | Published - 2012 |