Enhancing Mathematics Education with Educational Games: Can Erroneous Examples Help?

通过教育游戏加强数学教育：错误的例子有帮助吗？

• 批准号: 1238619
• 负责人: Bruce McLaren
• 金额: $ 49.77万
• 依托单位: Carnegie-Mellon University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2012
• 资助国家: 美国
• 起止时间: 2012-10-01 至 2015-03-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1238619&HistoricalAwards=false
• 关键词: Enhancing; Mathematics; Education; Educational; Games

AbstractThis project at Carnegie Mellon University tests an educational game aimed at addressing problems students face learning mathematics. The PI plans to design, develop, iteratively test, and scientifically evaluate a potentially transformative gaming technology. This approach combines an educational game environment, erroneous mathematics examples, state-of-the-art interaction design, and adaptive tutoring technology to help engage and motivate students to learn mathematics. The project develops a blueprint for educational games that can be used with middle school students in both formal and informal settings. Two research questions guide the research: Can erroneous examples increase learning and add motivation to an educational game? Will making erroneous examples adaptive to individual students increase learning and motivation beyond the non-adaptive version of the educational game? The project randomly assigns 6th, 7th, and 8th grade students to an intervention that brings together design thinking and design activity in co-designing sessions involving students and their teachers. This approach allows students and teachers to create prototypes of specific interfaces for mathematical games using results from the co-designing sessions. The prototypes involves developing personas, scenarios, wire-framing, rapid prototyping, and speed dating. It also includes rapid concept evaluation sessions created iteratively with students and their teachers to inform the final game design. An online software instrument logs student data from pre-questionnaire, pretest, game playing, posttest, delayed post-test, and post-questionnaire. The software also logs correct and incorrect attempts at solving problems, evaluations of these attempts by the tutor, the number of hints requested, and the amount of time spent on task. These data provide immediate feedback to teachers and researchers about student understanding of specific concepts in mathematics. The project assembles a multi-disciplinary team of experts from learning domains using erroneous examples, educational technology, intelligent tutoring systems, human-computer interaction and interaction design, prolific experimental educational psychologist, and a cognitive scientist with a long history and knowledge of mathematics education. The expectation is that these partners will increase the effectiveness of the design outcome as proven in other co-design studies.

摘要卡内基梅隆大学的这个项目测试了一款教育游戏，旨在解决学生学习数学时遇到的问题。该 PI 计划设计、开发、迭代测试并科学评估一项具有潜在变革性的游戏技术。这种方法结合了教育游戏环境、错误的数学示例、最先进的交互设计和自适应辅导技术，帮助吸引和激励学生学习数学。该项目开发了一个教育游戏蓝图，可供中学生在正式和非正式场合使用。两个研究问题指导着这项研究：错误的例子可以增加学习并增加教育游戏的动力吗？使错误的例子适应个别学生是否会比教育游戏的非适应性版本增加学习和动机？该项目随机分配六年级、七年级和八年级的学生进行干预，将设计思维和设计活动结合到学生和老师的共同设计课程中。这种方法允许学生和教师使用共同设计课程的结果来创建数学游戏特定界面的原型。原型涉及开发角色、场景、线框图、快速原型设计和快速约会。它还包括与学生及其老师反复创建的快速概念评估会议，以便为最终的游戏设计提供信息。在线软件工具记录来自预问卷、预测试、游戏、后测试、延迟后测试和后问卷的学生数据。该软件还记录解决问题的正确和错误尝试、导师对这些尝试的评估、请求的提示数量以及完成任务所花费的时间。这些数据向教师和研究人员提供有关学生对数学特定概念的理解的即时反馈。该项目汇集了来自错误范例、教育技术、智能辅导系统、人机交互与交互设计等学习领域的多学科专家团队，多产的实验教育心理学家，以及具有悠久数学教育历史和知识的认知科学家。 。正如其他协同设计研究所证明的那样，我们期望这些合作伙伴能够提高设计结果的有效性。