
06581472
a
2016c.01051
Vandercruysse, Sylke
Desmet, Elke
Vandewaetere, Mieke
Elen, Jan
Integration in the curriculum as a factor in mathgame effectiveness.
Torbeyns, Joke (ed.) et al., Describing and studying domainspecific serious games. Cham: Springer (ISBN 9783319202754/hbk; 9783319202761/ebook). Advances in GameBased Learning, 133153 (2015).
2015
Cham: Springer
EN
U70
D30
F40
A20
R80
educational game
math game
content integration
curriculum integration
game perception
doi:10.1007/9783319202761_9
Summary: While numerous claims are made about the effectiveness of games, the studies that examine their educational effectiveness often contain flaws resulting in unclear conclusions. One possible solution for these shortcomings is to focus on separate game elements rather than on games as a whole. A second solution is to take into account students' perception as this is likely to affect students' interpretations and learning outcomes. This study investigated the effect of the integration of an educational game in the curriculum on students' motivation, perception, and learning outcomes. Fortynine vocational track students participated, all working in a gamebased learning environment for learning calculations with fractions. The results demonstrate that integrating the learning content in the game with the learning content in the classroom is related to students' ingame performance, but not to students' math performance on a paperandpencil test, postgame perception and postgame motivation. To conclude this chapter, practical and theoretical implications for the fields of instructional design and educational games research are discussed.