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This qualitative case study examines the learning that occurred when a small group of middle grade youths embarked upon a personal excursion during a game-based math walk. Math walks are an informal learning activity where learners and facilitators explore mathematical concepts embedded in everyday spaces. The MathExplorer app is a location-based mobile game designed to enhance and gamify math walks. In our broader research, we investigated a group of 18 middle grade learners who used MathExplorer to engage in math walks at a local nature preserve. While most youths in this study used the game as planned by the researchers, one group deviated from the plan and devised new ways of playing the game and participating in the math walks. We see this deviation, or personal excursion, as a source of insight for research on game-based math walks. To understand the learning that took place during this personal excursion, we draw upon sociocultural and self-directed theories of learning. Using methods of interaction analysis and embodied action conversation framework, we analyzed the small groups’ discussion, movement, and game-use to understand: (1) the point at which the students departed from the planned use of MathExplorer; and (2) the learning that took place after this departure. The findings include how the youth explicitly incorporate mathematics into game play through an activity-as-planned, and how the youth embark on a personal excursion relating to game mechanics and gamification, with an implicit focus on mathematics. We discuss the importance of personal excursions for designing informal mathematics learning experiences.
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Learning math through a game-based personal excursion
This case study explores how middle-grade learners use a game-based app for math learning at an informal site, the Nature Center. We apply distributed and self-directed learning theories, emphasizing learning in specific contexts, social settings, and through tools like an iPad app. We employ the embodied action conversation framework to analyze critical interactions. Two cases emerged: (1) learners followed MathExplorer app rules, and (2) learners went on personal excursions, creating their own rules to improve their MathExplorer rankings. We discuss implications for designing technologies for informal math learning.
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- Award ID(s):
- 2115393
- PAR ID:
- 10521010
- Editor(s):
- Lindgren, R; Asino, T I; Kyza, E A; Looi, C K; Keifert, D T; Suárez, E
- Publisher / Repository:
- Proceedings of the 18th International Conference of the Learning Sciences - ICLS 2024
- Date Published:
- Page Range / eLocation ID:
- 2085-2086
- Format(s):
- Medium: X
- Location:
- Buffalo, USA
- Sponsoring Org:
- National Science Foundation
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