Behavior and Affect in a Game-Based Environment

• In Event: Games, Play, and Learning

Abstract

More and more teachers are incorporating digital games into their mathematics curricula; however, many of these games are designed for single-players and do not inherently encourage collaboration. In this study, we examined 48 sixth grade students playing an online fraction game over three sessions, first individually, then in pairs, and in a final individual session. We looked specifically at students’ behavior and affect while playing. We found that playing the game with a partner increases the level of on task conversation, and even when students return to individual play, their level of conversation remained high. Further, we found that students with lower math skills benefitted from being paired with a higher level student.

Authors

• Carmen Petrick Smith, University of Vermont

• Lisa Watts Natkin, The University of Vermont