Linear algebra instruction is an essential competency that is necessary for success in multiple engineering disciplines. Research in realistic mathematics education and the development of an empirically tested curriculum in inquiry-oriented practices for teaching linear algebra helps improve the ability of instructors to teach the content via multiple lenses and modes. While there have been good instructional materials and strategies developed to apply inquiry-oriented instruction for linear algebra, students struggle to apply and connect the different modes. Game-based learning provides a platform to creatively include multiple modes and strategies in a fun and engaging manner. In this paper, we present we discuss the addition of game-based learning elements into an existing curriculum that teaches undergraduate linear algebra via an inquiry-oriented pedagogy. The aim of this paper is to discuss the game design strategies used in connecting game based learning to inquiry oriented methods.
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Drawing on three fields of education research to frame the development of digital games for inquiry-oriented linear algebra.
Demands in undergraduate education are shifting to reach larger student populations - especially learners beyond the brick-and-mortar classroom - which has led to more pressing demands to incorporate technologies that afford such learners access to high-quality, research- based, digital instructional materials. In this article, we explore three theoretical perspectives that inform the development of such instructional materials. In our team’s efforts to develop a game-based learning applet for an existing inquiry-oriented curriculum, we have sought to theoretically frame our approach so that we can draw on the corpus of researcher knowledge from multiple disciplines. Accordingly, we will discuss three bodies of literature – realistic mathematics education’s [RME’s] approach to curriculum development, inquiry-oriented instruction and inquiry-based learning [IO/IBL], and game-based learning [GBL] - and draw on parallels across the three in order to form a coherent approach to developing digital games that draw on expertise in each field.
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- Award ID(s):
- 1712524
- NSF-PAR ID:
- 10108499
- Date Published:
- Journal Name:
- Proceedings of the 21st Annual Conference on Research in Undergraduate Mathematics Education
- Page Range / eLocation ID:
- 1270-1279
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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