Class
Article
College
Emma Eccles Jones College of Education and Human Services
Faculty Mentor
Patricia Moyer-Packenham
Presentation Type
Poster Presentation
Abstract
This presentation reports on the interaction forty-four children (Grades 2-3) had with three digital math games during clinical interviews. Children completed a pretest, interacted with three digital math games, answered questions about their interactions, and completed a posttest. During the interviews, researchers captured two video perspectives of the interactions students had with the digital math applications. A mixed-methods approach was used to analyze the pretest and posttest data to examine how design features within each math application afforded learning. The results showed that children were aware of design features, either helping or hindering, at various levels, and children who were able to make mathematical connections within the games showed higher learning gains.
Location
The South Atrium
Start Date
4-12-2018 3:00 PM
End Date
4-12-2018 4:15 PM
Design Features and Their Affordances in Grade 4 Digital Math Games
The South Atrium
This presentation reports on the interaction forty-four children (Grades 2-3) had with three digital math games during clinical interviews. Children completed a pretest, interacted with three digital math games, answered questions about their interactions, and completed a posttest. During the interviews, researchers captured two video perspectives of the interactions students had with the digital math applications. A mixed-methods approach was used to analyze the pretest and posttest data to examine how design features within each math application afforded learning. The results showed that children were aware of design features, either helping or hindering, at various levels, and children who were able to make mathematical connections within the games showed higher learning gains.