Slicing and Bouncing: Can Implicit Digital Games Support Transfer to Traditional Assessments as Well as Explicit Digital Games?

• In Event: Designing Technology-Supported Learning Environments

Abstract

The purpose of this study is to explore how different game designs support students’ learning and enjoyment of fractions, specifically, early learning of equivalence and ordering. Two sets of games were contrasted, one that was characterized as “exploratory and implicit,” and a second that was characterized as “directive and explicit.” Findings suggest that there was no difference in learning based on the design of the games, but that students’ enjoyment of the exploratory and implicit games was significantly higher.

Authors

• Melissa Sommefeld Gresalfi, Vanderbilt University

• Bethany Rittle-Johnson, Vanderbilt University

• Abbey M. Loehr, Vanderbilt University

• Isaac Thomas Nichols, Vanderbilt University - Peabody College

• Charity McCracken, Vanderbilt University - Peabody College