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The purpose of this mixed-methods study was to examine three potential mediating variables –Affect, Mathematical Connections, and Strategies – and their relationship between learning outcomes during interactions with 12 digital math games.
Results showed significant pre-post learning gains on 9 of 12 games. Children’s recognition of the mathematics in the games impacted their learning in most games. Children’s positive affect toward the games and children’s use of more sophisticated strategies when playing the games influenced learning in about half of the games. Three major themes (prior knowledge, gamification, and perseverance) all contributed to explaining these learning outcomes. Video data revealed that unique affordances of individual games, along with children’s personal attributes, combined to produce positive outcomes for many children.
Kristy Litster, Utah State University
Patricia S. Moyer-Packenham, Utah State University
Christina Watts Lommatsch, Utah State University
M. Jill Ashby, Utah State University
Allison L Roxburgh, Utah State University
Emma P. Bullock, Sam Houston State University
Jessica F. Shumway, Utah State University
Emma Speed
Benjamin Covington
Christine Hartmann
Jody E. Clarke-Midura, Utah State University
Joel Skaria
Arla Westenskow, Utah State University
Beth Loveday MacDonald, Utah State University
Jürgen Symanzik
Kerry Jordan, Utah State University