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  1. ; ; ; ( , Proceedings of the 23rd Annual Conference on Research in Undergraduate Mathematics Education)
    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. 
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    Accepted Manuscript Full Text Available
  2. ; ; ; ; ( , Proceedings of the 22nd Annual Conference on Research in Undergraduate Mathematics Education)
    The results we report are a product of the first iteration of a design-based study that uses a game, Vector Unknown, to support students in learning about vector equations in both algebraic and geometric contexts. While playing the game, students employed various numeric and geometric strategies that reflect differing levels of mathematical sophistication. Additionally, results indicate that students developed connections between the algebraic and geometric contexts during gameplay. The game’s design was a collaborative effort between mathematics educators and computer scientists and was based on a framework that integrates inquiry-oriented instruction and inquiry-based learning (IO/IBL), game-based learning (GBL), realistic mathematics education (RME). 
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    Accepted Manuscript Full Text Available
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  6. ; ; ; ; ; ; ; ; ; ; et al ( , Classical and Quantum Gravity)
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