Premium
Connecting the dots: Understanding the interrelated impacts of type, quality and children's awareness of design features and the mathematics content learning goals in digital math games and related learning outcomes
Author(s) -
Bullock Emma P.,
Roxburgh Allison L.,
MoyerPackenham Patricia S.,
Bektas Elif,
Webster Joseph S.,
Bullock Kathleen A.
Publication year - 2021
Publication title -
journal of computer assisted learning
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.583
H-Index - 93
eISSN - 1365-2729
pISSN - 0266-4909
DOI - 10.1111/jcal.12508
Subject(s) - mathematics education , mediation , quality (philosophy) , digital learning , psychology , educational technology , multimedia , computer science , philosophy , epistemology , political science , law
Abstract This study focused on an examination of how type, quality and children's awareness of design features in digital math games, along with an awareness of the mathematics goals of the game, were related to learning outcomes. We conducted a parallel conversion mixed methods study with 45 students in Grades 3 and 4 (ages 9–10). Students participated in clinical interviews using three digital math games. The results suggest a moderated mediation relationship in which the quality of the design features moderated the mediating impact of children's awareness of the game's design features, specifically when the child was aware of the mathematics content learning goal (MCLG) of the game. These findings show how important it is that design features are of high quality in a digital math game, and how this is intertwined with children's awareness of the features and the MCLG. When these variables intertwined in just the right way, the interactions between the children and the digital math game afforded mathematical learning growth.