Narratives for Math Problem Solving and Associated Gender Differences in Digital Game-Based Learning

• In Event: AERA Virtual Poster Session 4
  In Poster Session: Games for 21st Century Learning

Abstract

The purpose of this mixed methods case study was to examine design considerations governing the roles of narratives in a Digital Game-Based Learning (DGBL) environment for math problem solving. Qualitative data were collected via observation, semi-structured interviewing, and video recording with twenty seven college students with diverse demographic backgrounds. A systematic video analysis resulted in 2,275 behavioral events contributed to the quantitative data. The study indicated: (1) three narrative-governed in-game actions (i.e., reading narratives, refining solutions, integrating environmental narratives) can positively predict successful game-based math problem solving. (2) the gender effects: girls have used and are supported by intrinsically designed narrative type (i.e., object-oriented narratives) for math problem solving more than boys. Intrinsically designed narratives are recommended for in-game learning/exploration.

Authors

• Chih-Pu Dai, Florida State University

• Fengfeng Ke, Florida State University

• Yanjun Pan, Florida State University

• Zhaihuan Dai, University of South Florida