\input zb-basic
\input zb-matheduc
\iteman{ZMATH 2016c.01074}
\itemau{Star, Jon R.; Chen, Jason A.; Taylor, Megan W.; Durkin, Kelley; Dede, Chris; Chao, Theodore}
\itemti{Evaluating game-based learning environments for enhancing motivation in mathematics.}
\itemso{Torbeyns, Joke (ed.) et al., Describing and studying domain-specific serious games. Cham: Springer (ISBN 978-3-319-20275-4/hbk; 978-3-319-20276-1/ebook). Advances in Game-Based Learning, 209-230 (2015).}
\itemab
Summary: During the middle school years, students frequently show significant declines in motivation toward school in general and mathematics in particular. One way in which researchers have sought to spark students' interests and build their sense of competence in mathematics and in STEM more generally is through the use of game-based learning environments. Yet evidence regarding the motivational effectiveness of this approach is mixed. Here, we evaluate the impact of three brief game-based technology activities on students' short-term motivation in math. A total number of 16,789 fifth to eighth grade students and their teachers in one large school district were randomly assigned to three different game-based technology activities, each representing a different framework for motivation and engagement and all designed around an exemplary lesson related to algebraic reasoning. We investigated the relationship between specific game-based technology activities that embody various motivational constructs and students' engagement in mathematics and perceived competence in pursuing STEM careers. Results indicate that the effect of each game-based technology activities on students' motivation was quite modest. However, these effects were modified by students' grade level and not by their demographic variables. In addition, teacher-level variables did not have an effect on student outcomes.
\itemrv{~}
\itemcc{U73 C33 C23 A23 R83}
\itemut{STEM education; motivation; algebraic reasoning; self-efficacy; implicit theories of ability}
\itemli{doi:10.1007/978-3-319-20276-1\_13}
\end