Design and Evaluation of the Digital Algebra Game for Children

Authors

DOI:

https://doi.org/10.34190/ecgbl.18.1.2682

Keywords:

Digital Game-based Learning, Algebra, Digital Storytelling, Participatory Design

Abstract

Children may find learning algebra challenging as the algebraic concepts are abstract for them. To address this challenge, contextualizing algebraic concepts through storytelling and gamification can foster a more enjoyable and comprehensive learning experience. In this study, we introduced the Digital Algebra Game (DAG), a low-fidelity prototype designed to leverage digital game-based learning and storytelling frameworks. Our evaluation involved 96 children aged 9 to 11, along with four teachers, in a primary school setting. Thematic analysis of interview data revealed a positive reception of DAG among both children and teachers. The most unique feature of this game lies in students' ability to transform equations into stories. This approach is believed to not only enhance students' creative thinking but also contribute to their success in mathematics Furthermore, the narratives constructed by students around equations within their daily lives with familiar objects are particularly noteworthy. These insights underscore the potential of incorporating personal experiences into educational game design to enhance engagement and understanding. By bridging the gap between abstract concepts and tangible experiences, educational games like DAG have the potential to enhance learning processes and make mathematics more accessible and enjoyable for children.

Author Biography

Kubra Kaymakci-Ustuner, Phd Student

“Kubra Kaymakci-Ustuner is a PhD candidate in Computer Science at Durham University. Her research focuses on digital game-based learning, math education, and human-computer interaction. She received her master's degree in math education from Anadolu University in Turkey and has been teaching math for 6 years”

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Published

2024-10-07