Developmental math currently poses a hurdle that many community college students are unable to overcome. Eighty percent of developmental math students do not successfully complete any college-level course within three years (Bailey, Jeong, & Cho, as cited by Strother, Van Campen & Grunow, 2013, p. 1). Despite numerous reform attempts, there has been a lack of consistent improvement and a lack of understanding regarding which methods are the most successful and the reasons why. Faculty need a new pedagogy to connect with developmental math students and effectively engage them in order to improve student learning outcomes. Proponents regard game-based learning as a way to leverage the intense engagement of video games in an educational context to increase engagement, increase the amount of time on task, and improve overall student success metrics.
The author has reviewed the studies and the evidence; weighed the value and legitimacy of the studies; synthesized the weight of the evidence of introducing a game-based learning pedagogy, and then examined the potential efficacy of game-based learning in the developmental math environment. The author has created an evidence-based implementation plan to incorporate game-based learning into developmental math education in a way that has the highest potential to improve student learning.
Key words: Game-based learning, gaming, serious games, developmental math, developmental education reform, innovation.
|School:||University of Maryland University College|
|Department:||Doctor of Management Program|
|School Location:||United States -- Maryland|
|Source:||DAI-A 75/08(E), Dissertation Abstracts International|
|Subjects:||Community college education, Mathematics education, Higher education|
|Keywords:||Community college, Developmental education reform, Developmental math, Game-based learning, Innovation, Serious games|
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