Poster #63 - Relationship Between Children's Enjoyment, Mathematics Awareness, Strategies, and Learning With Digital Games

• In Event: 64.090 - MTCC Poster Session 15
  In Poster Session: 64.090-9 - Motivation and Self-Regulation in Educational Technology Contexts

Abstract

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.

Authors

• 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