Effects of Game-Based Learning Supports on Students' Math Performance and Perceived Game Flow

• In Event: Informal STEM Learning: Exploration, Interest, and Performance

Abstract

This study examined the effects of three types of game-based learning supports in the form of modeling on knowledge development that contributes to successful math problem solving and students’ perceived game flow. Forty-one sixth-grade students participated in the study. No significant effect of the types of supports were found on participants’ perceived game flow. However, there was a significant impact of support type on participants’ performance on two posttests. The results indicated that the learning support with procedural knowledge only, compared with the learning support with both conceptual and procedural knowledge as well as that with conceptual knowledge only, was significantly more effective in promoting students’ knowledge acquisition related to mathematical problem solving.

Authors

• Yanjun Pan, Southern Methodist University
  Presenting Author

• Fengfeng Ke, Florida State University
  Presenting Author

• Chih-Pu Dai, University of Hawai‘i at Mānoa
  Presenting Author