Situating Embodied Learning of Mathematical Fractions in Narratives and Utilizing Gestures in a Tablet-Based Game

• In Event: Mathematics and Technology-Based Learning Environments

Abstract

Researchers developed a first-iteration of a digital tablet game exploring the impact of narratives (strong (S) vs. weak (W)) and gestural mechanics (conceptual (C) vs. deictic (D)) on players’ comprehension of mathematical fractions, interaction with narrative, usability and engagement. In a two-by-two study, 3rd (n3 = 24) 4th (n4=22) & 5th (n5=26) grade elementary students (NTTL=72; x̄age=10.31 years [1.64], 67% female) at an after-school program in Harlem, NYC were randomly assigned to play one of four game-based environments (SC, SD, WC, WD). While formal pre/post-fractions assessments showed learning for all conditions, researcher’s notes, exit surveys and clinical interviews revealed key considerations and lessons for educational developers for re-development and re-design in narrative, pedagogy and usability/ludology from Iteration 1 to Iteration 2.

Authors

• Michael I. Swart, Teachers College, Columbia University

• John B. Black, Teachers College, Columbia University

• Benjamin Paul Friedman, Teachers College, Columbia University

• Sorachai Kornkasem, Columbia University

• Jonathan Michael Vitale, University of California - Berkeley

• Sandra Sheppard, WNET-Thirteen: Cyberchase

• Alison Lee, Teachers College, Columbia University