Game Based Learning: The Effects of DragonBox 12+ on Algebraic Performance of Middle School Students

Abstract

Advancements in technology have increased so rapidly that calls for education reform centering on STEM have become louder and louder. Particularly, many researchers and educators are focusing on math, because of its pivotal role in STEM, and the low performance ratings of students within the United States. One of the potential reforms being assessed is digital game-based learning (DGBL), due to the increased popularity of videogames among children, and that learning through play has shown to contribute to the cognitive, physical, social, and emotional well-being of children (Ginsburg et al., 2007). The goal of this explanatory sequential mixed-methods case study was to primarily understand if the DGBL intervention DragonBox 12+ affects student performance taking into consideration the factors of age and grade, while also measuring if a correlational relationship between a student’s openness to technology and the duration of gameplay existed. Additionally, this study sought to assess teacher attitudes toward technology and gather their perspectives on DGBL. A sample of 11 students and 3 teachers participated in this research, which combined surveys, assessments, and contextual interviews to gather and measure data. Results of the Shapiro-Wilks test regarding age (p-value = .0108<.05 = a) and grade (p-value = .0108<.05 = a) were inclusive, due to the rejection of the null hypothesis that indicates sample normality. Results of the Wilcoxon Signed Rank Test regarding performance after exposure as determined by posttest assessment scores (Mpost = .83 , SDpost = .12) and pretest assessment scores (Mpre = .76, SDpre = .13 ), (W(9) = 17 p > .05 were found to not be statistically significant, thereby indicating the the intervention did not have an effect on performance. Results of the Attitudes Toward Math Learning Questionnaire (ATMLQ) and follow-up in-depth interview uncovered that students were open to technology and saw the benefit of DGBL to enhance learning, irrespective of whether they considered them fun. Analysis of data collected from teachers shed light on the factors such as competing priorities and requirements, time constraints, no formalized vetting process, and lack of training and/or support, that often prevent them from leveraging DGBL.