TY - CONF
T1 - Content integration as a factor in math-game effectiveness
AU - ter Vrugte, Judith
AU - de Jong, Ton
AU - Wouters, Pieter
AU - van Oostendorp, Herre
AU - Verschaffel, Lieven
AU - van Dooren, Wim
AU - Elen, Jan
AU - Vandercruysse, Sylke
N1 - Conference code: 16
PY - 2015/8/25
Y1 - 2015/8/25
N2 - In this study we focus on the integration of mathematical learning content (i.e. proportional reasoning) in a GBLE. More specific two kinds of GBLEs are set up; an extrinsically integrated GBLE and an intrinsically integrated GBLE. In the former environment, the mathematical content is not part of the core mechanics and structure of the gaming world. In the latter environment, the mathematical content is delivered through the parts of the game that are the most fun to play and embodied within the structure of the gaming world and the players interactions with it. Fifty-eight vocational track students participated in the study, all working in one of the two versions of the self-developed game-based learning environment ‘Zeldenrust’. The results of this study provide evidence for the effect of this different way of implementing learning content in an educational math game. More specific, students playing in an extrinsically integrated game show higher learning gains, motivational gains and perceived usefulness than students who played with a game in which the content was intrinsically integrated
AB - In this study we focus on the integration of mathematical learning content (i.e. proportional reasoning) in a GBLE. More specific two kinds of GBLEs are set up; an extrinsically integrated GBLE and an intrinsically integrated GBLE. In the former environment, the mathematical content is not part of the core mechanics and structure of the gaming world. In the latter environment, the mathematical content is delivered through the parts of the game that are the most fun to play and embodied within the structure of the gaming world and the players interactions with it. Fifty-eight vocational track students participated in the study, all working in one of the two versions of the self-developed game-based learning environment ‘Zeldenrust’. The results of this study provide evidence for the effect of this different way of implementing learning content in an educational math game. More specific, students playing in an extrinsically integrated game show higher learning gains, motivational gains and perceived usefulness than students who played with a game in which the content was intrinsically integrated
M3 - Paper
T2 - 16th Biennial Conference of the European Association for Research in Learning and Instruction (EARLI) 2015
Y2 - 25 August 2015 through 29 August 2015
ER -