Math Game Elements
- 1 Improving student affect through adding game elements to mathematics LearnLabs
- 1.1 Summary Table
- 1.2 Abstract
- 1.3 Background & Significance
- 1.4 Glossary
- 1.5 Hypotheses
- 1.6 Independent Variables
- 1.7 Dependent Variables
- 1.8 Planned Experiments
- 1.9 Explanation
- 1.10 Further Information
Improving student affect through adding game elements to mathematics LearnLabs
|PIs||Ryan Baker, Vincent Aleven|
|Other Contributers||Adriana de Carvalho (Research Associate, CMU HCII); Owen Durni, and Matt Morrill (Undergraduate research assistant, and former PSLC summer intern)|
|Study Start Date||Fall, 2009|
|Study End Date|
|LearnLab Course||Middle-School Mathematics|
|Number of Students|
|Total Participant Hours|
There is much evidence to believe that games are fun. Can we incorporate some of the features that make games fun into intelligent tutors, in a way that improves motivation, generates positive affect, and improves the robustness of student learning? Specifically, what happens if we take game elements known to be effective such as fantasy, competition, and trivial choice, and embed into tutors already known to promote learning, using principles in PSLC theoretical framework? In the current project (which started in Year 5 of the PSLC), we are investigating the effect of adding game elements to an existing set of fractions tutors developed by Martina Rau (Rau, Aleven, & Rummel, in press) for a different PSLC project. The game elements comprise a fantasy soccer game, where success in the soccer game depends on learning progress in the factions tutors.
Background & Significance
Games and tutors appear to have complementary strengths. The current project is an attempt to have the best of both worlds.
How best to integrate learning content and game elements has been the subject of much theorizing, with some authors arguing that optimal learning requires that the learning content and game world be mutually dependent (Lepper & Malone, 1987), and others arguing that the learning should be embedded in the game’s core mechanic (Habgood, 2007). However, such theories ignore the real-world success (at least in anecdotal reports from teachers and students) of environments that feature a much looser integration between learning and motivational embellishments (e.g., FirstInMath). Given that a loose coupling between game elements and learning activities is far easier to implement (since it avoids the difficult problem of embedding math problems in a storyline or game context, hard to do especially if the learning content is to be adapted to individual students’ learning results), it stands to reason to investigate this option first. It may well be that as long as the game features are “cool,” the degree of integration is not really a strong factor. As mentioned, the success of for example the motivational embellishments in FirstInMath certainly suggest so.
We are investigating the effect of loosely coupling the fractions tutors to a parallel fantasy world. This fantasy world was designed in a participatory design process involving 6th graders (the target population). The main theme (soccer) was chosen because it will appeal to the taste of both girls and boys.
In the fantasy world, a soccer game takes place on a tropical beach between a motley crew of friendly animal characters and a group of invading pirates. This unfriendly bunch is intent on taking over the beach, a disaster that can be averted only by beating the pirates at the soccer game. The student regularly switches between the tutors and the fantasy world (in a manner controlled largely by the system). During each visit to the fantasy world, the student selects a game move (e.g., a deep pass, or risky dribble). The outcome of that move will not be known until the student’s next visit to the fantasy world, and the probability of success of that move depends on the student’s performance on the intervening fractions problems. (It may be clear that this coupling between game elements and learning is loose: different learning content could be slotted in without changing the game.)
We will evaluate whether this game leads to increased learning, compared to a standard tutor without the game elements, and whether any improvement in learning we may observe is mediated by increased motivation and more positive affect. Affect will be assessed by means of field observations, motivation (interest, self-efficacy) by means of questionnaires. We will evaluate both whether the game leads to greater persistence (when student have the option to do something else), and whether it leads to greater learning even when the set of learning activities (but not time) is held constant (which if true would mean that the game elements lead to deeper processing during the same set of learning activities).
We will conduct an in-vivo experiment comparing the tutor with game features against the regular tutor.