TY - GEN
T1 - Scaffolding math learning and motivation by integrating casual play in computer-based practice for fifth graders
AU - Shay, Lavi
AU - Langbeheim, Elon
N1 - Publisher Copyright:
© ISLS.
PY - 2022/1/1
Y1 - 2022/1/1
N2 - The difficulties experienced by many students in mathematics are characterized by anxiety and lack of motivation to learn. Intrinsic and even extrinsic integration of play, can influence students' attitudes and increase their motivation to learn. The purpose of this study was to examine the effect of external integration of play as a break between exercises in a computer-based tutorial on the topic of fractions. We hypothesized that compared to non-game-based learning, students' perseverance in solving math exercises would increase, which is reflected in performing more questions while investing sufficient time in solving the problems. Our pilot study compares the number practice questions solved between two groups of 5th graders: 30 students in the play condition, and 33 in the control condition. The results show that there is no significant difference in the number of questions answered in each condition, but that integrating play moderates the differences between motivated and less motivated students.
AB - The difficulties experienced by many students in mathematics are characterized by anxiety and lack of motivation to learn. Intrinsic and even extrinsic integration of play, can influence students' attitudes and increase their motivation to learn. The purpose of this study was to examine the effect of external integration of play as a break between exercises in a computer-based tutorial on the topic of fractions. We hypothesized that compared to non-game-based learning, students' perseverance in solving math exercises would increase, which is reflected in performing more questions while investing sufficient time in solving the problems. Our pilot study compares the number practice questions solved between two groups of 5th graders: 30 students in the play condition, and 33 in the control condition. The results show that there is no significant difference in the number of questions answered in each condition, but that integrating play moderates the differences between motivated and less motivated students.
UR - http://www.scopus.com/inward/record.url?scp=85145772711&partnerID=8YFLogxK
M3 - Conference contribution
AN - SCOPUS:85145772711
T3 - Proceedings of International Conference of the Learning Sciences, ICLS
SP - 1934
EP - 1935
BT - International Collaboration toward Educational Innovation for All
A2 - Chinn, Clark
A2 - Tan, Edna
A2 - Chan, Carol
A2 - Kali, Yael
PB - International Society of the Learning Sciences (ISLS)
T2 - 16th International Conference of the Learning Sciences, ICLS 2022
Y2 - 6 June 2022 through 10 June 2022
ER -