Dissertation/Thesis Abstract

The effects of game-based technology on high school students' algebraic learning in an urban school classroom
by Abdelhafez, Amal, M.A.T., The William Paterson University of New Jersey, 2016, 87; 10240334
Abstract (Summary)

In the last few years, educational computer games have gained attention as a tool for facilitating. Few empirical studies have investigated the effects of educational games in the context of formal K-12 settings.

The purpose of this study was to examine the effects of game-based technology on high school students’ algebraic lear ning on their motivation towards math, conceptual knowledge, and reasoning skills. The participants in this study were 15 girls and 25 boys in algebra II classes. The age of participants ranged from 15 to 17 years old. There were three algebra II classes; two of them would use the game-based learning on line twice a week for 41-minute every time (experimental group), and the last one would be the (control group). The teacher-researcher is a certified mathematics teacher for twelve years.

Students’ conceptual knowledge and reasoning skills were measured using assessments once every two weeks as well as pre and post assessment. SMS (Students Motivation Survey) was designed based on Keller’s (1987a) ARCS model of motivational to analyze the data. The overall analysis results revealed that using game-based learning in addition to traditional non-electronic role-playing and board games with algebra II high school students would increase their motivation. However, there was no effect on their conceptual knowledge or reasoning skills.

Effective mathematics games should be integrated with classroom activities if teachers want to increase mathematics class motivation, which would effect the students’ performance. Further study would be needed with larger sample size and carried through for a longer intervention period. Also, future research might use modifying games to investigate the influence of the implementation of the reasoning skills on individual differences. In addition, future research might examine contextual settings for effects upon game play, and conduct an experimental design that includes an introductory game play seminar as the treatment.

Indexing (document details)
Advisor: An, Heejung
Commitee:
School: The William Paterson University of New Jersey
Department: Education
School Location: United States -- New Jersey
Source: MAI 56/03M(E), Masters Abstracts International
Source Type: DISSERTATION
Subjects: Educational technology
Keywords: Conceptual knowledge, Game based techonology, Math motivation, Reasoning skills
Publication Number: 10240334
ISBN: 978-1-369-44621-0
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