Literature Connections

To learn more about how mathematical games may help to increase my students

multiplication fluency I consulted the literature by looking at google scholar, the USF library

search system, and ERIC. I looked at articles from the Journal of Information Technology

Education: Research, the CRESST Report 773, International Group for the Psychology of

Mathematics Education, Technology, Knowledge, and Learning, NFER Research Program:

Innovation in Education, and Computers and Education. Most of the articles had a similar

conclusion that mathematical games MAY have an impact on student learning. The articles

revolved around the basic idea that students may be more responsive and positive to educational

games versus other approaches (Bragg L. 2006). I discussed before the negative attitudes and

low self-confidence my students have from repeated failure in math, using games may also

increase student success by turning around that attitude.

Article Citation Key quotes and ideas Ideas for taking action in

related to your wondering your classroom

Delacruz, G. (2010). Games as This study presented I can collect game
empirical evidence to
formative assessment environments: support our claim results and track
that games can be
Examining the impact of valid assessment them to help
contexts (Delacruz,
explanations of scoring and G. 2010). determine student

incentives on math learning, game growth, more

performance, and help seeking. specifically in

CRESST Report (University of multiplication

California, Los Angeles). Pp. 2-131. fluency.

Bragg, L. (2006). Students Overall, at this stage Most of my
the students had a
impressions of the value of games positive attitude to students have
mathematics games as
for the learning of mathematics. a vehicle for learning
mathematics,
developed a
suggesting positive
Proceedings 30th Conference of the prior experiences with dislike towards
mathematical games
International Group for the (Bragg L. 2006). math and have

Psychology of Mathematics lost motivation;

Education, 2. Pp. 217-224 building their

positive outlook

on math with

games may

increase their

success.

Mathematical

games may be

just what they

need to become

reengaged math

Denham, A. R. (2016). Improving
the Design of a Learning Game
through Intrinsic Integration and
Playtesting. Technology, Knowledge
And Learning, 21(2), 175-194.
students.
This work provides game I will allow for
designers with several best
practices that should be
integrated into their praxis: student feedback
Achieving intrinsic integration
is paramount during the concept to shape the
phase. Playtest early in the
game development process and
playtest often. Playtest with the
games I
target population. Create a
playtesting environment implement;
conducive to gathering useful

Perrotta, C., Featherstone, G., Aston,
H. and Houghton, E. (2013). Game-
based Learning: Latest Evidence
and Future Directions (NFER
Research Programme: Innovation in
Education). Slough: NFER.
Nez Castellar, E., All, A., de
Marez, L., & Van Looy, J. (2015).
Cognitive abilities, digital games
feedback.Ensure learning providing sticky
derives directly from gameplay
and is impactful (Denham, A. R.
2016). notes for
feedback.
The best way of Shapes how I
integrating gaming into
teaching is by using it
within a clear pedagogic plan to implement
process. In particular: Place
learning activities and my games: what
academic content within the
video games fictional and
entertainment context,
to do/not to do
maintaining a balance
between fun and like:
learning. Make the Balance out
academic content integral to
the game rather than an add-
on. Content- specific tasks learning and fun
work better when embedded Limited teacher
in the fictional context and
rules (mechanics) of the
control
game. For example, in a
math game, asking learners
to compute distances to help
a likable game character
jump over obstacles will be
more engaging than asking
them to complete traditional
maths tests in order to make
a story advance. Carefully
plan the roles that you and
your learners will take on in
the game. Teachers should
play roles that allow them to
mediate the experience for
learners: providing
guidance when needed;
ensuring that rules are
followed; and maintaining a
respectful atmosphere
(Perrotta, C., Featherstone,
G., Aston, H. and
Houghton, E. 2013).
The results of the relative I can use this
enjoyment scale showed that
children reported that playing
the game was more enjoyable support my claim
than many other activities when
compared with doing paper that math games
exercises. Likewise, when
and arithmetic performance
enhancement: A study comparing the
effects of a math game and paper
exercises. Computers &
Education, 85123-133.
doi:10.1016/j.compedu.2014.12.021
participants were spontaneously may be the resort
asked to select one or more
attributes to describe their
experience, a significantly when other more
higher proportion of the children
who played the educational basic strategies
game selected positive attributes
like exciting while a have been seen
significantly higher proportion
of the children who filled out the
paper exercises described their ineffective, like
experience as boring and
simple (Nez Castellar, E., with my students.
All, A., de Marez, L., & Van
Looy, J. 2015).

Throughout all the articles I read there was an emphasis on students controlling and

leading their own learning (Denham, A. R. 2016). There was also this emphasis on the

importance of positive student outlook, and the idea that fun and learning can occur

simultaneously. The articles also discussed how to set up that game dynamic and the importance

of student feedback. It makes sense that the articles would say this because students do know

how they learn best, even if they do not fully realize it, and it would make sense to incorporate

that into learning activities.

I used these articles into shaping how Im going to select or create games and how I am

going to monitor them. I want to select or choose games where the students are leading, and I

have very little involvement other than a mediator of sorts. I also will implement sticky notes on

the majority of my games, in which students will give me feedback on them, and also allow for

students to give me feedback on how they think they learn best (Denham, A. R. 2016).

. I will also use my game results as a way to begin to track increases in student knowledge. Thus,

the actions I decided to take based on the literature were opinion sticky notes, daily math games

implemented in the morning and notes on the results of these games. I will also be giving the

students the same multiplication fluency drill at the end of every week, in order to track growth
in a different way, allowing me to also see if game results correspond with the students doing the

best in the drills.

 References

Bragg, L. (2006). Students impressions of the value of games for the learning of mathematics.

Proceedings 30th Conference of the International Group for the Psychology of Mathematics

Education, 2. Pp. 217-224

Delacruz, G. (2010). Games as formative assessment environments: Examining the impact of

explanations of scoring and incentives on math learning, game performance, and help seeking.

CRESST Report (University of California, Los Angeles). Pp. 2-131.

Denham, A. R. (2016). Improving the Design of a Learning Game through Intrinsic Integration

and Playtesting. Technology, Knowledge And Learning, 21(2), 175-194.

Nez Castellar, E., All, A., de Marez, L., & Van Looy, J. (2015). Cognitive abilities, digital

games and arithmetic performance enhancement: A study comparing the effects of a math game

and paper exercises. Computers & Education, 85123-133. doi:10.1016/j.compedu.2014.12.021

Perrotta, C., Featherstone, G., Aston, H. and Houghton, E. (2013). Game-based Learning: Latest

Evidence and Future Directions (NFER Research Programme: Innovation in Education). Slough:

NFER.