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This content will become publicly available on January 3, 2025

Title: Mathematical experience in game‐based problem‐solving
Abstract Background

Game‐based learning can frame problem‐solving as a sense‐making experience with domain‐specific tasks for school students. However, multiple challenges arise when trying to support learners in such a complex, problem‐oriented learning environment.

Objectives and Methods

With an architecture‐themed mathematics learning game, we conducted two mixed‐method studies to explore the impact and design of game‐based mathematical experience on the math problem‐solving performance of middle school students.

Results and Conclusions

The study findings suggested a positive impact of game‐based math experience on math problem‐solving for middle school students. Problematization‐oriented game‐based math tasks with structuring features enhanced students' reasoning with problems and channelled it to doing mathematics.

Takeaways

The current research findings support the initiative to frame learning as a sense‐making experience with domain‐specific tasks and inform the design of game‐based mathematical experience and learning support.

 
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NSF-PAR ID:
10485111
Author(s) / Creator(s):
 ;  ;  
Publisher / Repository:
Wiley-Blackwell
Date Published:
Journal Name:
Journal of Computer Assisted Learning
ISSN:
0266-4909
Format(s):
Medium: X
Sponsoring Org:
National Science Foundation
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