Game Based Learning: The Effects of DragonBox 12+ on Algebraic Performance of Middle School Students
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Date
2020-10
Type of Work
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University of Baltimore. Division of Science, Information Arts, and Technologies
Program
University of Baltimore. Doctor of Science in Information and Interaction Design
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Public Domain Mark 1.0
This item may be protected under Title 17 of the U.S. Copyright Law. It is made available by the University of Baltimore for non-commercial research and educational purposes.
This item may be protected under Title 17 of the U.S. Copyright Law. It is made available by the University of Baltimore for non-commercial research and educational purposes.
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.