The Role of Design Features in the Affordances of Digital Math Games

Patricia S. Moyer-Packenham; Christina Lommatsch; Kristy Litster; Jill Ashby; Allison L. Roxburgh

The Role of Design Features in the Affordances of Digital Math Games

Patricia S. Moyer-Packenham, Christina Lommatsch, Kristy Litster, Jill Ashby, Allison L. Roxburgh

Research output: A Conference proceeding or a Chapter in Book › Conference contribution › peer-review

Abstract

This paper reports on a large clinical study with 193 children (Grades 3-6) who interacted with 12 digital math games during clinical interviews Children completed a pretest, interacted with the digital math games, completed a post test, and answered questions about their interactions with the games During the interviews, researchers used two video perspectives to capture children’s interactions and onscreen gestures Mixed methods were employed to analyze pretest and post test data and to examine how the design features in each digital game afforded learning opportunities for children The results showed that children exhibited different levels of awareness of the design features, some features helped or hindered different children, and children who were able to connect the digital games with the mathematics in the games exhibited higher learning gains

Original language	English
Title of host publication	Proceedings of Society for Information Technology & Teacher Education International Conference
Editors	E Langran, J Borup
Publisher	Association for the Advancement of Computing in Education
Pages	465-473
Number of pages	9
ISBN (Print)	9781939797322
Publication status	Published - 2018
Externally published	Yes
Event	29th Annual Conference of the Society for Information Technology and Teacher Education: SITE 2018 - Washington DC, United States Duration: 26 Mar 2018 → 30 Mar 2018

Conference

Conference	29th Annual Conference of the Society for Information Technology and Teacher Education
Country/Territory	United States
City	Washington DC
Period	26/03/18 → 30/03/18

Access to Document

https://www.learntechlib.org/p/182566/

Cite this

Moyer-Packenham, P. S., Lommatsch, C., Litster, K., Ashby, J., & Roxburgh, A. L. (2018). The Role of Design Features in the Affordances of Digital Math Games. In E. Langran, & J. Borup (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 465-473). Association for the Advancement of Computing in Education. https://www.learntechlib.org/p/182566/

@inproceedings{50b58899bdaa46dba825ecc450f565fe,

title = "The Role of Design Features in the Affordances of Digital Math Games",

abstract = "This paper reports on a large clinical study with 193 children (Grades 3-6) who interacted with 12 digital math games during clinical interviews Children completed a pretest, interacted with the digital math games, completed a post test, and answered questions about their interactions with the games During the interviews, researchers used two video perspectives to capture children{\textquoteright}s interactions and onscreen gestures Mixed methods were employed to analyze pretest and post test data and to examine how the design features in each digital game afforded learning opportunities for children The results showed that children exhibited different levels of awareness of the design features, some features helped or hindered different children, and children who were able to connect the digital games with the mathematics in the games exhibited higher learning gains",

author = "Moyer-Packenham, {Patricia S.} and Christina Lommatsch and Kristy Litster and Jill Ashby and Roxburgh, {Allison L.}",

year = "2018",

language = "English",

isbn = "9781939797322",

pages = "465--473",

editor = "E Langran and J Borup",

booktitle = "Proceedings of Society for Information Technology & Teacher Education International Conference",

publisher = "Association for the Advancement of Computing in Education",

address = "United States",

note = "29th Annual Conference of the Society for Information Technology and Teacher Education : SITE 2018 ; Conference date: 26-03-2018 Through 30-03-2018",

}

Moyer-Packenham, PS, Lommatsch, C, Litster, K, Ashby, J & Roxburgh, AL 2018, The Role of Design Features in the Affordances of Digital Math Games. in E Langran & J Borup (eds), Proceedings of Society for Information Technology & Teacher Education International Conference. Association for the Advancement of Computing in Education, pp. 465-473, 29th Annual Conference of the Society for Information Technology and Teacher Education, Washington DC, Washington, United States, 26/03/18. <https://www.learntechlib.org/p/182566/>

The Role of Design Features in the Affordances of Digital Math Games. / Moyer-Packenham, Patricia S.; Lommatsch, Christina; Litster, Kristy et al.
Proceedings of Society for Information Technology & Teacher Education International Conference. ed. / E Langran; J Borup. Association for the Advancement of Computing in Education, 2018. p. 465-473.

Research output: A Conference proceeding or a Chapter in Book › Conference contribution › peer-review

TY - GEN

T1 - The Role of Design Features in the Affordances of Digital Math Games

AU - Moyer-Packenham, Patricia S.

AU - Lommatsch, Christina

AU - Litster, Kristy

AU - Ashby, Jill

AU - Roxburgh, Allison L.

PY - 2018

Y1 - 2018

N2 - This paper reports on a large clinical study with 193 children (Grades 3-6) who interacted with 12 digital math games during clinical interviews Children completed a pretest, interacted with the digital math games, completed a post test, and answered questions about their interactions with the games During the interviews, researchers used two video perspectives to capture children’s interactions and onscreen gestures Mixed methods were employed to analyze pretest and post test data and to examine how the design features in each digital game afforded learning opportunities for children The results showed that children exhibited different levels of awareness of the design features, some features helped or hindered different children, and children who were able to connect the digital games with the mathematics in the games exhibited higher learning gains

AB - This paper reports on a large clinical study with 193 children (Grades 3-6) who interacted with 12 digital math games during clinical interviews Children completed a pretest, interacted with the digital math games, completed a post test, and answered questions about their interactions with the games During the interviews, researchers used two video perspectives to capture children’s interactions and onscreen gestures Mixed methods were employed to analyze pretest and post test data and to examine how the design features in each digital game afforded learning opportunities for children The results showed that children exhibited different levels of awareness of the design features, some features helped or hindered different children, and children who were able to connect the digital games with the mathematics in the games exhibited higher learning gains

M3 - Conference contribution

SN - 9781939797322

SP - 465

EP - 473

BT - Proceedings of Society for Information Technology & Teacher Education International Conference

A2 - Langran, E

A2 - Borup, J

PB - Association for the Advancement of Computing in Education

T2 - 29th Annual Conference of the Society for Information Technology and Teacher Education

Y2 - 26 March 2018 through 30 March 2018

ER -

The Role of Design Features in the Affordances of Digital Math Games

Abstract

Conference

Access to Document

Fingerprint

Cite this