Preschool Children's Learning and Motivation in Game-Based Learning Contexts

• In Event: Poster Session 13
  In Poster Session: Division C Section 2a Poster Session 1: Motivational Processes

Abstract

This study deconstructed the key ingredients of a game-based intervention aimed at improving preschool children’s math skills by inculcating a linear representation of numbers. A total of 53 preschool children participated under one of three learning conditions: an unembellished game, an embellished game, and a non-game control. Children were given pre- and posttest measures of numerical knowledge, as well as multiple measures of task motivation. Children in the embellished condition improved significantly more on numerical knowledge measures and were more motivated than children in either of the other conditions. Children in the embellished condition also made significantly fewer errors during gameplay than children in the unembellished game condition. No consistent differences emerged between the unembellished game and non-game control conditions.

Authors

• Benjamin Cuyler Morris, Cambridge Univeristy

• Jennifer Henderlong Corpus, Reed College