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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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Comparing student strategies in Vector Unknown and the Magic Carpet Ride Task
We present findings from a study analyzing and comparing the strategies participants deployed in playing the game Vector Unknown and completing the Magic Carpet Ride task. Both the game and task are designed to give students an introduction to basic concepts about vectors needed for success in linear algebra. We found that participants used a diverse array of strategies, tending to favor algebraic approaches to the Magic Carpet Ride task. We also found that participants tended to try the same strategies in both tasks, but did not usually follow through with the same strategy in both contexts. These findings have implications for instructors considering using one or both tasks in their linear algebra class.
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- Award ID(s):
- 1712524
- PAR ID:
- 10346129
- Editor(s):
- Karunakaran, S.; Higgins, A.
- Date Published:
- Journal Name:
- Proceedings of the Annual Conference on Research in Undergraduate Mathematics Education
- ISSN:
- 2474-9346
- Page Range / eLocation ID:
- 46-53
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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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 via 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.more » « less
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Karunakaran, S.; Reed, Z.; Higgins, A. (Ed.)We present results of a grounded analysis of individual interviews in which students play Vector Unknown - a video game designed to support students who are taking their first semester of linear algebra. We categorized strategies students employed while playing the game. These strategies range from less-anticipatory button-pushing to more sophisticated strategies based on approximating solutions and choosing vectors based on their direction. We also found that students focus on numeric and geometric aspects of the game interface, which provides additional insight into their strategies. These results have informed revisions to the game and also inform our team's plan for incorporating the game into classroom instruction.more » « less
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