About this paper

Appears in:
Pages: 515-522
Publication year: 2013
ISBN: 978-84-616-2661-8
ISSN: 2340-1079

Conference name: 7th International Technology, Education and Development Conference
Dates: 4-5 March, 2013
Location: Valencia, Spain

TYPE OF TASK IN A MATHEMATICAL SKILLS VIDEOGAME AFFECTS CHILDREN’S PERCEPTION OF LEARNING AND AMUSEMENT

A. Fernandes1, N. Sousa1, P. Soares1, D. Noy2, I. Varajão1, J.N. Oliveira2

1Centro de Computação Gráfica – Research & Technology Development, University of Minho (PORTUGAL)
2Centro de Investigação em Psicologia (CIPsi) / Centro de Computação Gráfica – Research & Technology Development. University of Minho (PORTUGAL)
In this study we explored the impact of performing mathematical tasks presented in the context of an “adventure challenge” or a “mathematical challenge” in a videogame. This videogame – “Matemática do Tempo” – is being developed to facilitate learning of mathematical skills like counting, grouping, and relating numbers. The videogame consists in various movement control tasks with dynamic (e.g., running) and static (e.g., pointing) interactions. Our objective was to test the impact of the integration of a direct mathematical task versus an indirect mathematical task. A group of 18 five year-old children performed the game in two conditions: a) adventure challenge, which implied movements such as running or climbing trees to perform mathematical tasks of counting and grouping; and b) mathematical challenge, which included swimming after selecting the correct path through counting, followed by a direct mathematical task of pointing to organize numbers in a line. Our assumptions were evaluated according to questionnaires and video analysis of the children playing the game. Results confirmed our hypothesis, showing that players performing the mathematical challenge generally considered that they were learning with the game, and most agreeing that the game was fun. Participants in the adventure challenge condition on the other hand showed a tendency to evaluate the game as very funny and were more distributed in the learning evaluation. In conclusion, we suggest that the inclusion of direct mathematical tasks might lead to increased perception of learning, however they also seem to result in lower amusement ratings.
@InProceedings{FERNANDES2013TYP,
author = {Fernandes, A. and Sousa, N. and Soares, P. and Noy, D. and Varaj{\~{a}}o, I. and Oliveira, J.N.},
title = {TYPE OF TASK IN A MATHEMATICAL SKILLS VIDEOGAME AFFECTS CHILDREN’S PERCEPTION OF LEARNING AND AMUSEMENT},
series = {7th International Technology, Education and Development Conference},
booktitle = {INTED2013 Proceedings},
isbn = {978-84-616-2661-8},
issn = {2340-1079},
publisher = {IATED},
location = {Valencia, Spain},
month = {4-5 March, 2013},
year = {2013},
pages = {515-522}}
TY - CONF
AU - A. Fernandes AU - N. Sousa AU - P. Soares AU - D. Noy AU - I. Varajão AU - J.N. Oliveira
TI - TYPE OF TASK IN A MATHEMATICAL SKILLS VIDEOGAME AFFECTS CHILDREN’S PERCEPTION OF LEARNING AND AMUSEMENT
SN - 978-84-616-2661-8/2340-1079
PY - 2013
Y1 - 4-5 March, 2013
CI - Valencia, Spain
JO - 7th International Technology, Education and Development Conference
JA - INTED2013 Proceedings
SP - 515
EP - 522
ER -
A. Fernandes, N. Sousa, P. Soares, D. Noy, I. Varajão, J.N. Oliveira (2013) TYPE OF TASK IN A MATHEMATICAL SKILLS VIDEOGAME AFFECTS CHILDREN’S PERCEPTION OF LEARNING AND AMUSEMENT, INTED2013 Proceedings, pp. 515-522.
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