A Computer-Based Game that Promotes Mathematics Learning More than a Conventional Approach

TLDR

Computer‑based games are increasingly popular for learning, yet few empirical studies demonstrate that math learning from games outperforms traditional methods. The study aims to summarize the design characteristics of the educational game Decimal Point. The authors compared 70 middle‑school students who learned decimals via the game with 83 students who used a conventional computer‑based approach. The game produced significantly higher post‑test gains (d = .43 immediate, d = .37 delayed) and was rated more enjoyable (d = .95), especially benefiting students with low prior knowledge.

Abstract

Excitement about learning from computer-based games has been papable in recent years and has led to the development of many educational games. However, there are relatively few sound empirical studes in the scientific literature that have shown the benefits of learning mathematics from games as opposed to more traditional approaches. The empirical study reported in this paper provides evidence that a mathematics educational game can provide superior learning opportunities, as well as be more engaging. In a study involving 153 students from two middle schools, 70 students learned about decimals from playing an educational game—Decimal Point—whereas 83 students learned the same content by a more conventional, computer-based approach. The game led to significantly better gain scores in solving decimal problems, on both an immediate (d = .43) and delayed (d = .37) posttest and was rated as significantly more enjoyable (d = .95). Low prior knowledge students especially benefitted from the game. This paper also summarizes the game's design characteristics.