Title of Oral/Poster Presentation

The Role of Design Features in the Affordances of Digital Math Games

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

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Apr 12th, 3:00 PM Apr 12th, 4:15 PM

The Role of Design Features in the Affordances of 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.