Effects of Game-Based Fraction Intervention on Fraction Knowledge and STEM Interest (Poster 12)

• In Event: AERA Poster Session Sunday 1:30 p.m.
  In Poster Session: Instructional Technology SIG Poster Presentations

Abstract

This study evaluates the impact of a game-enhanced supplemental fraction curriculum on student engagement, fraction knowledge, and STEM interest in inclusive elementary mathematics classrooms. Utilizing a robust experimental design, the research explores how digital game-based interventions can augment traditional fraction instruction and promote STEM interest among students, including those with disabilities. The curriculum, grounded in Scheme Theory and Learning Trajectories, significantly improved students' fraction understanding and STEM interest. These findings highlight the potential of integrating digital game-based learning into mathematics education to address foundational STEM concepts and advocate for further research to explore scalability and broader applicability. The study underscores the efficacy of innovative educational strategies in enhancing learning outcomes and fostering interest in STEM careers among diverse student populations.

Authors

• Jessica H. Hunt, North Carolina State University

• Michelle Taub, University of Central Florida

• Matthew Marino, University of Central Florida