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Journal Article

Implementing a Game for Supporting Learning in Mathematics  pp230-242

Aikaterini Katmada, Apostolos Mavridis, Thrasyvoulos Tsiatsos

© Jun 2014 Volume 12 Issue 3, Special Edition for ECGBL 2013, Editor: Carlos Vaz de Carvalho and Paula Escudeiro, pp227 - 311

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Abstract

Abstract: This paper focuses on the design, implementation and evaluation of an online game for elementary and middle school mathematics. Its aim is twofold: (a) the development of the prototype of a flexible and adaptable computer game, and (b) the e valuation of this prototype, as to its usability and technical aspects. The particular computer game was created in an attempt to facilitate the teaching of mathematics, a subject that is often regarded as complicated by students of all ages. Apart from t he game, an administration website was also constructed, so that the educator can configure the game, without that requiring any programming skills. More specifically, the educator can use the administration website in order to alter several of the games parameters, such as the content and total number of its questions.The game was evaluated in real school settings, both through a pilot study with 12 students and a longterm intervention with 37 students that lasted 14 weeks. The results indicated that th e students opinion about the game was positive, and suggest that with some extensions the game could be used as an effective learning tool. Finally, some corresponding conclusions and future improvements to the game are being discussed on the basis of th e findings.

 

Keywords: Keywords: 2D Digital Game Based Learning, Primary education, Secondary Education, Mathematics

 

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Journal Article

E‑Learning Sudan, Formal Learning for Out‑of‑School Children  pp136-149

Hester Stubbé, Aiman Badri, Rebecca Telford, Anja van der Hulst, Wouter van Joolingen

© May 2016 Volume 14 Issue 2, ECGBL 2015, Editor: Robin Munkvold, pp81 - 149

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Abstract

Abstract: E‑Learning Sudan (ELS) is a custom‑built computer/tablet game that provides alternative learning opportunities to Sudanese children who are excluded from education. Unique in ELS is that children can learn mathematics, in their own remote vill age, without a teacher. This research study assessed the effectiveness of ELS in two pilots through a pretest…posttest control group quasi‑experimental design. In Pilot I, 67 children in three remote villages, aged used the game for a period of six weeks, five days a week, 45 minutes a day; the control group did not receive any education.. In Pilot II, 591 children in 19 remote villages, played the game for six months, for a maximum of five times a week, 45 minutes a day; the control group received inform al education in out‑of‑school centers. The results of the analysis on the pretest…posttest data revealed that ELS increased mathematics knowledge acquisition in numeracy and adding significantly and maintained student motivation to learn. Analyses of cont rol group data and EGMA (internationally validates Early Grade Mathematics Assessment) showed that the children in the experimental group learned more than children who received no education at all, informal or formal education. These findings suggest t hat the implementation of ELS can greatly benefit learning for out‑of‑school children like in Sudan.

 

Keywords: Keywords: game-based learning, autonomous learning, primary education, mathematics, developing countries, evaluation

 

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