By a News Reporter-Staff News Editor at Education Business Weekly -- New research on Education - Learning Science and Technology is the subject of a report. According to news reporting originating from Pori, Finland, by VerticalNews correspondents, research stated, “It was argued recently that number line based training supports the development of conceptual rational number knowledge. To test this hypothesis, we evaluated training effects of a digital game based on the measurement interpretation of rational numbers.”
Our news editors obtained a quote from the research from the Tampere University of Technology, “Ninety-five fourth graders were assigned to either a game-based training group (n = 54) who played a digital rational number game for five 30-min sessions or a control group (n = 41) who attended regular math curriculum. Conceptual rational number knowledge was assessed in a pre- and posttest session. Additionally, the game groups’ playing behavior was evaluated. Results indicated that the game-based training group improved their conceptual rational number knowledge significantly more strongly than the control group. In particular, improvement of the game-based training group was driven by significant performance increases in number magnitude estimation and ordering tasks. Moreover, results revealed that in-game metrics, such as overall game performance and maximum level achieved provided valid information about students’ conceptual rational number knowledge at posttest.”
According to the news editors, the research concluded: “Therefore, results of the current study not only suggest that aspects of conceptual rational number knowledge can be improved by a game-based training but also that in-game metrics provide crucial indicators for learning.”
For more information on this research see: Evaluating the effectiveness of a game-based rational number training - In-game metrics as learning indicators. Computers & Education , 2018;120():13-28. Computers & Education can be contacted at: Pergamon-Elsevier Science Ltd, The Boulevard, Langford Lane, Kidlington, Oxford OX5 1GB, England. (Elsevier - www.elsevier.com; Computers & Education - http://www.journals.elsevier.com/computers-and-education/)
The news editors report that additional information may be obtained by contacting K. Kiili, Tampere Univ Technol, TUT Game Lab, Pori, Finland. Additional authors for this research include K. Moeller and M. Ninaus.
The direct object identifier (DOI) for that additional information is: https://doi.org/10.1016/j.compedu.2018.01.012. This DOI is a link to an online electronic document that is either free or for purchase, and can be your direct source for a journal article and its citation.
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CITATION: (2018-04-18), Study Data from Tampere University of Technology Provide New Insights into Learning Science and Technology (Evaluating the effectiveness of a game-based rational number training - In-game metrics as learning indicators), Education Business Weekly, 58, ISSN: 1938-1832, BUTTER® ID: 015508593
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