A Design-Based Approach to Playful Algebra Learning With DragonBox Algebra

• In Event: Play, Motivation, and Engagement in Math Learning

Abstract

We present preliminary results from a Design-Based Research (DBR) project, wherein we strive to better understand how to use digital games, such as DragonBox Algebra, as components of playful algebra learning activities. We first present findings from an exploratory round of semi-structured gameplay interviews, where we identified potential strengths and weaknesses in the design of DragonBox Algebra. Then, we describe an activity we designed to leverage these strengths and address these weaknesses. We discuss early findings using the Effectance scale of the Adapted Fennema-Sherman Attitudes scales from a first implementation of that activity. Ultimately, our report develops existing literature on using games to construct playful algebra learning experiences by systematically considering the learning environment’s design in detail.

Authors

• Jeremy Bernier, Clemson University

• Nicholas Blake Heyer, Arizona State University

• Man Su, Saarland Informatics Campus

• Lin Yan, Arizona State University

• Rezwana Islam, Arizona State University

• Jesse Ha, Montclair State University

• Michelle Jordan, Arizona State University

• Brian C. Nelson, Arizona State University