Title: Effects of game‐based learning supports on students’ math performance
Author Name: Yanjun Pan and Fengfeng Ke
Selected Case (Published Article): Effects of game‐based learning supports on students’ math performance and perceived game flow
1. Introduction
Game-Based learning has been used in classrooms more often as technology continues to advance. Game-Based Learning is learning that is facilitated through the use of a game through various platforms, digitally or non-digitally. (Whitton 2012) Some popular digital platforms that offer game-based learning are Prodigy, Quizzez, Kahoot 360, etc. Teachers often use game-based learning to increase engagement and motivation. However, the impacts and effects of game-based learning on academic performance and learning achievement outcomes should be discussed.
2. Overview of the Case
The question that the article investigates, and answers is: How does game-based learning impact academic performance and learning outcomes? In other words, how effective is game-based learning? The case study was done in a K12 educational setting and studies the effects of game-based learning supports on students’ math performance. The participants of the study were 45 sixth grade students from four sixth grade classes of a middle school in the western United States. Middle school students were given a standards-based architecture game called ERebuild designed to promote math problem solving and learning. After completing the activity of learning support, students proceeded to play the game- based math tasks to complete the game level. Each level gets progressively more difficult and requires use of application of mathematical knowledge through problem solving and authentic situations. One pre-test and two post-tests were administered to measure achievement.
Some problems or challenges with game-based learning presented in the case study is that educational video games don’t typically help learners transform intuitive learning into generative learning during game play. (Introduction, 2023) Another challenge is the significant cognitive load that game-based learning may impose on learners as it requires problem-solving, critical thinking, and integration of various skills and forms of knowledge. Also, game-based learning does not use enough learning supports.
3. Solutions Implemented
The solutions to the problems mentioned previously were to foster engagement through modeling and increasing level of interactivity between students and learning supports. The researchers suggest that learners should be provided with supports, which refers to assistance, guidance, or instructions that “stimulates or facilitates students’ game-based learning processes.”(p. 460) Since game-based learning requires significant use of cognition, learning supports will reduce the cognitive load during information processing in a complex gaming environment and foster learning in order to limit frustrations and inabilities to complete game-based learning. (p. 460, 2023) Researchers took into consideration prior knowledge, both procedural and conceptual, and how it effects achievement and learning outcomes.
The learning supports used procedural and conceptual knowledge. The activity with conceptual knowledge (LSCK) was used to “facilitate the learner to construct a mental representation by identifying relevant and useful information about the problem.”(p.466) For example, students in this group were prompted to drag and drop relevant information to make charts showing the relationship between how many containers were needed and the area needed. Learning support with procedural knowledge (LSPK) was used to “help learners generate and execute a computational solution.”(p.467) For example, students in this group would fill in the correct information to solve a word problem step by step. (See fig. 5) Both the game based math tasks utilized learning supports with both conceptual and procedural knowledge. (LSCPK)
4. Outcomes
Effects of the study shows that there were significant changes in learning achievement and outcomes amongst all three learning supports groups, as student test scores significantly increased from the pretest to the posttest. The results also show that learning supports with procedural knowledge (LSPK) were the most effective, learning supports with procedural and conceptual knowledge were the next most effective (LSCPK), and learning supports with conceptual knowledge (LSCK) was the least effective. (p.472) The study findings showed that when students are constantly engaged in studying learning support in the form of modeling for math problem solving in GBL, their math performance would increase over time. (p.473) This positive correlation may strongly be a result of modeling being done before students completed the tasks.
Though there are some limitations in various studies conducted on this topic, a common consensus is that game-based learning does improve academic performance, but this heavily depends on teacher moves, such as modeling and intentional planning, for example.
5. Implications
The study shows that knowledge, both procedural and conceptual should be considered when using game-based learning. Limitation of cognitive load is important. Providing learning supports in different forms of modeling can be used to improve math performance over time through game-based learning as it reduces cognitive load and interruptions. Additionally, students should be given multiple opportunities to interact with the learning supports and tasks, and well as sufficient time.
References
Pan, Y., Ke, F. Effects of game-based learning supports on students’ math performance and perceived game flow. Education Tech Research Dev 71, 459–479 (2023). https://doi.org/10.1007/s11423-022-10183-z
Whitton, N. (2012). Games-Based Learning. In: Seel, N.M. (eds) Encyclopedia of the Sciences of Learning. Springer, Boston, MA. https://doi.org/10.1007/978-1-4419-1428-6_437