Mixed gamification with video games and educational platforms: a study on mathematical cognitive demand
DOI:
https://doi.org/10.1344/der.2022.42.136-153Keywords:
Educational Platforms, Gamification in Class, Gamified Teaching, Use of Technologies, Use of VideogamesAbstract
The inclusion of gamification based on the use of technological resources is increasingly urgent in learning sessions. In particular, given the eventual distance education, various areas of knowledge must be promoted, and one of them is complex mathematics. The research presents the determination of the effects of mixed gamification on mathematical cognitive demand. Educational platforms and video game competition were used for six months in a sample of 300 third and fourth grade primary school students (M = 9.1; SD = 0.7), organized into experimental and control groups. The results indicate an increase in scores that indicate improvements in the non-connective demand approach (moderate level of performance), and in the connective demand approach (high performance level). The conclusions allow asserting that the combinatorial effects of the use of technological resources to gamify are positive in the performance in the mathematical cognitive demand. The limitations require replicating the study with the distribution of gamified classes for a longer time, and permuted use of the games used in the experiment.
References
Andriani, A., Dewi, I., & Sagala, P.N. (2019). Development of blended learning media using the mentimeter application to improve mathematics creative thinking skills. Journal of Physics: Conference Series, 1188, 1-6. https://doi.org/10.1088/1742-6596/1188/1/012112
Baldeón-de la Cruz, M.D., Holguin-Alvarez, J.A., & Villa-Córdova, G.M. (2020). Provocation by Challenges: Optimizing Experience of Addressing Mathematical Tasks With High Cognitive Demand. Educare, 24(3), 1-20. https://doi.org/10.15359/ree.24-3.9
Baydas, O. & Cicek, M. (2019). The examination of the gamification process in undergraduate education: a scale development study. Technology, Pedagogy and Education, 8(3), 269-285. https://doi.org/10.1080/1475939X.2019.1580609
Calsa, G.C. & Furtuoso, P. (2015). Estudo sobre a prática de alfabetização matemática de professoras da educação infantil, Revista Educação e Linguagens, Campo Mourão, 4(6), 124-141. http://www.fecilcam.br/revista/index.php/educacaoelinguagens/article/view/804
Canet-Juric, L., Introzzi, I., Andrés, M. L., & Stelzer, F. (2016). The contribution of Executive Functions to Self-regulation. Cuadernos de Neuropsicología, Panamerican Journal of Neuropsychology, 10(2), 106-128. http://www.cnps.cl/index.php/cnps/article/view/238/253
Caviedes-Barreda, S., de Gamboa-Rojas, G., & Badillo-Jiménez, E. (2019). Mathematical connections established by pre-service teachers when solving measurement and comparisontasks of area. Praxis, 15(1), 69-87. http://dx.doi.org/10.21676/23897856.2984
Chaiyo, Y., & Nokham, R. (2017). The effect of Kahoot, Quizizz and Google Forms on the student's perception in the classrooms response system. In Proceedings of the International Conference on Digital Arts, Media and Technology (ICDAMT), Digital Economy for Sustainable Growth, Curran Associates, United States of America, 1-4 March 2017 https://doi.org/10.1109/ICDAMT.2017.7904957
Christensen, T.B., Halshov, K., & Kolkmose, C. (2019). Chapter 1 - The properties of sticky notes for collaborative creativity: An introduction. In Sticky Creativity.
Christensen, B. Halshov, K. & Kolkmose, C. Elsevier Inc.: United States of America (p. 1-16). https://doi.org/10.1016/B978-0-12-816566-9.00001-X
Cornellá, P., & Estebanell, M. (2018). GaMoodlification: Moodle at the service of the gamification of learning. Campus Virtuales, 78(2), 9-25. http://www.uajournals.com/campusvirtuales/es/component/content/article.html?id=210
Cruz-Pichardo, I., & Cabero-Almenara, J. (2020). Una experiencia gamificada en el aprendizaje de los triángulos en geometría: grado de aceptación de la tecnología. Revista Prisma Social, 30, 65-87. https://revistaprismasocial.es/article/view/3744
Dalsgaard, P., Halshov, K., & Nylandsted, C. (2019). Chapter 7 - A study of a digital sticky note design environment. In B., Christensen, K., Halshov, & C.Kolkmose, Sticky Creativity (p.155-174) Elsevier Inc.https://doi.org/10.1016/B978-0-12-816566-9.00007-0
D´Amore, B., Díaz, J., & Fandiño, M.I. (2015). Competencias y matemática, 3rd ed.; Magisterio.
D´Amore, B., & Fandiño, M.I. (2013). La didattica della didattica della matematica: esperienze personali e spunti critici di discussione e ricerca. L´insegnamento della matematica e delle scienze integrate, 36(4), 325 – 353. http://www.dm.unibo.it/rsddm/it/articoli/damore/807%20DAmore%20Fandino%20Pinilla.pdf
Di Giacomo, D., Ranieri, J., & Lacasa, P. (2017). Digital Learning As Enhanced Learning Processing? Cognitive Evidence for New insight of Smart Learning. Frontiers in Psychology, 8(1), 1-8. https://doi.org/10.3389/fpsyg.2017.01329
Duval, R. (2016). Un análisis cognitivo de problemas de comprensión en el aprendizaje de las matemáticas. In R.,Duval & A. Sáenz-Ludlow, Comprensión y aprendizaje en matemáticas: perspectivas semióticas seleccionadas (p.61-94). Universidad Distrital Francisco José de Caldas.
Establés, M.J., Guerrero-Pico, M., & Contreras-Espinosa, R.S. (2019). Gamers, writers and social media influencers: professionalisation processes among teenagers. Revista Latina de Comunicación Social, 74, 214-236. http://dx.doi.org/10.4185/RLCS-2019-1328en
Fanari, R., Meloni C., & Massidda, D. (2017). Early numerical competence and number line task performance in kindergarteners, In 14th International Conference on Cognition and Exploratory Learning in Digital Age (CELDA 2017), International Association for Development of the Information Society (IADIS), University of Cagliari, Italy, Oct 18-20. https://eric.ed.gov/?q=Learning+the+numerical+count+in+children+&pg=6&id=ED579448
Fernández-Arias, P., Ordóñez-Olmedo, E., Vergara-Rodríguez, D., & Gómez-Vallecillo, A.I. (2020). Gamification as a Technique for Acquiring Social Skills. Revista Prisma Social, 31, 388-409. https://revistaprismasocial.es/article/view/3698
Gallardo, A., Mejía, J.L., & Saavedra, G.A. (2017). Intertextuality about Negative Numbers in Elementary School’s Children: An Historical Approach, Educación Matemática, 29(2), 69 – 98. https://doi.org/10.24844/EM2902.03
Glaser-Opitz, H., & Budajová, K. (2016). THE MATH – open source application for easier, Acta didactica Napocensia, 9(1), 45 – 50. https://eric.ed.gov/?id=EJ1103424
Gokbulut, B. (2020). The effect of Mentimeter and Kahoot applications on university students’ e-learning. World Journal on Educational Technology, 12(2), 107-116. https://doi.org/10.18844/wjet.v12i2.4814
Gusmão, H.P. (2016). Análise das eleições e decisões dos estudantes quando enfrentam situações-problema de matemática: uma contribuição desde a didática fundamental da matemática (Tesis doctoral). Santiago de Compostela, España: Universidad de Santiago de Compostela. https://minerva.usc.es/xmlui/handle/10347/13972
Hervás, C., Ballesteros, C., & Corujo, M. del C. (2018). Robotics and curriculum: experimenting with new methodological and didactic strategies for their curricular integration, In Hispano-Ecuadorian investigative and innovative experiences; Compte, M.; López, E.; Morales, M. & Martín. A., AFOE, Ecuador-España, pp. 73-93.
Higgins, K., Crawford, L., Huscroft, J., & Horney, M. (2016). Investigating Student Use of Electronic Support Tools and Mathematical Reasoning. Contemporary Educational Technology, 7(1), 1-24. https://doi.org/10.30935/cedtech/6160
Holguin, J., Taxa, F., Flores, R., & Olaya, S. (2020). Educational projects of video game gamification: development of numerical thinking and school reasoning in vulnerable contexts. EDMETIC, 9(1), 80-103. https://doi.org/10.21071/edmetic.v9i1.12222
Holguin-Alvarez, J., Taxa, F., Tortora, E., Alanya-Beltran, J., Panduro-Ramírez, J., & Soto-Hidalgo, C. (2020). Video games and Kahoot! as cognitive gamifiers in compulsory social isolation. International Journal of Advanced Trends in Computer Science and Engineering, 9(5), 8615-8620. https://doi.org/10.30534/ijatcse/2020/245952020
Huang, T-H., Liu, Y-C., & Shiu, C-Y. (2008). Construction of an online learning system for decimal numbers through the use of cognitive conflict strategy. Computers & Education, 50(1), 61-76. doi: https://doi.org/10.1016/j.compedu.2006.03.007
Kapp, K.M. (2012). The Gamification of Learning and Instruction: Game-Based Methods and Strategies for Training and Education. Int. J. Gaming Comput. Simul. 4, 81–83.
Kalogiannakis, M., Papadakis, S. (2021). Gamification in Science Education. A Systematic Review of the Literature. Educ. Sci. 11(1), 22, 1-36. https://doi.org/10.3390/educsci11010022
Kalogiannakis, M., Papadakis, S. (2017). Combining Mobile Technologies in Environmental Education: A Greek Case Study. Int. J. Mob. Learn. Organ. 11, 108–130. https://www.inderscienceonline.com/doi/abs/10.1504/IJMLO.2017.084272
Kell, H. (2018). Noncognitive proponents' conflation of “cognitive skills” and “cognition” and its implications. Personality and Individual Differences, 134(1), 25-32. https://doi.org/10.1016/j.paid.2018.05.025
King, J., & Markant, J. (2020). Individual differences in selective attention and scanning dynamics influence children’s learning from relevant non-targets in a visual search task. Journal of Experimental Child Psychology, 193(1), 1-19. https://doi.org/10.1016/j.jecp.2019.104797
Li, Z. Z., Cheng, Y.B. & Liu, C. C. (2013). A constructionism framework for designing game-like learning systems: Its effect on different learners. British Journal of Educational Technology, 44(2), 208-224. https://doi.org/10.1111/j.1467-8535.2012.01305.x
Loganathan, P., Talib, C., Thoe, N., Aliyu, F., & Zawadski, R. (2019). Implementing Technology Infused Gamification in Science Classroom: A Systematic Review and Suggestions for Future Research. Learn. Sci. Math. 14, 60–73. http://recsam.edu.my/sub_lsmjournal/images/docs/2019/2019_5_PL_6073_Final.pdf
Lubis, A., & Nasution, A.A. (2017). How Do Higher-Education Students Use Their Initial Understanding to Deal with Contextual Logic-Based Problems in Discrete Mathematics? International Education Studies, 10(5), 72-86. https://doi.org/10.5539/ies.v10n5p72
Lupiáñez, J.L., & Rico, L. (2015). Aprender las matemáticas escolares. Aula: Revista de Pedagogía de la Universidad de Salamanca, 21, 41-60.
Martínez, N., Barceló-Doménech, J., Heras, M., Evangelio, R., Guilabert, M.R.,
Lamarca, C., Molina, L., Múrtula, V., & Serrano, B. (2020). The application "Mentimeter" for the creation of word clouds and the dynamization of the explanation of legal-civil concepts. Redes de Investigación e Innovación en Docencia Universitaria, 897-905. http://hdl.handle.net/10045/110128
Martins, C., & Giraffa, L.M.M. (2016). Gamificação nas práticas pedagógicas: teorias, modelo e vivências. Nuevas ideas en informática educativa – TISE, 11, 42-53. http://www.tise.cl/volumen11/TISE2015/42-53.pdf
Martynuik, S. V. (2018). Game On!--Teaching Video Game Studies in the Arts Classroom. Art Education, 71(3), 14-19. http://dx.doi.org/10.1080/00043125.2018.1436325
Mattera, S., & Morris, P. (2017). Counting on Early Math Skills: Preliminary Kindergarten Impacts of the Making Pre-K Count and High 5s Programs, In MDR: Building knowledge to improve social policy, 16 East 34th Street 19th Floor, New York, NY 10016-4326, https://www.mdrc.org/publication/counting-early-math-skills
McGonigal, J. (2011). Reality is Broken: Why Games Make Us Better and How The Can Change the World. Penguin Press.
Meloni, C., Fanari, R., Bertucci, A., & Berretti, S. (2017). Impact of Early Numeracy Training on Kindergarteners from Middle-Income Families, In 14th International Conference on Cognition and Exploratory Learning in Digital Age (CELDA 2017), International Association for Development of the Information Society (IADIS), University of Cagliari, Italy, Oct, 18-20. https://eric.ed.gov/?q=Learning+the+numerical+count+in+children+&pg=6&id=ED579451
Milicic, N., & Schmidt, S. (2002). Precalculus Test. Universitaria S.A.
Mora, A., Riera, D., González, C., & Arnedo-Moreno, J. (2017). Gamification: A Systematic Review of Design Frameworks. J. Comput. High. Educ. 29, 516–548. https://doi.org/10.1007/s12528-017-9150-4
Mwadzaangati, L. (2019). Comparison of geometric proof development tasks as set up in the textbook and as implemented by teachers in the classroom. Pythagoras, 40(1), 1-14. https://doi.org/10.4102/pythagoras.v40i1.458
Ni, Y., Zhou, D., Li, X., & Li, Q. (2014). Relations of instructional tasks to teacher-student discourse in mathematics classrooms of chinese primary schools. Cognition and Instruction, 32(1), 2-43. https://doi.org/10.1080/07370008.2013.857319
Ni, Y., Zhou, D.-H. R., Cai, J., Li, X., Li, Q., & Sun, I.X. (2018). Improving cognitive and affective learning outcomes of students through mathematics instructional tasks of high cognitive demand. Journal of Educational Research, 111(6), 704-719. https://doi.org/10.1080/00220671.2017.1402748
Oliveira, W., Toda, A., Toledo, P., Shi, L., Vassileva, J., Bittencourt, I.I., & Isotani, S. (2020). Does Tailoring Gamified Educational Systems Matter? The Impact on Students' Flow Experience. In Proceedings of the 53rd Hawaii International Conference on System Sciences, United States of America. https://scholarspace.manoa.hawaii.edu/handle/10125/63891
Radford, L. (2006). Introducción. Semiótica y Educación Matemática. Revista Latinoamericana de Investigación en Matemática Educativa, Especial – RELIME, 7 – 22. https://www.redalyc.org/articulo.oa?id=33509902
Rico, L. (2015). Matemáticas escolares y conocimiento didáctico. Aula: Revista de Pedagogía de la Universidad de Salamanca 21, 21-40.
Rojas, P.J. (2014). Articulation of mathematical knowledge: semiotic representations and senses. Universidad Distrital Francisco José de Caldas, Colombia.
Sáenz-Ludlow, A. (2016a). Interpretation games in the classroom: evolutionary construction of mathematical meanings. In Understanding and learning in mathematics: selected semiotic perspectives; Duval, R. & Sáenz-Ludlow, A. Universidad Distrital Francisco José de Caldas, Colombia, pp. 157 – 192.
Sáenz-Ludlow, A. (2016b). Metaphor and number diagrams in the arithmetic activity of a group of fourth grade students. In Understanding and learning in mathematics: selected semiotic perspectives; Duval, R. & Sáenz-Ludlow, A. Universidad Distrital Francisco José de Caldas, Colombia, pp. 127-156.
Salen, K., & Zimmerman, E. (2012). Regras do Jogo-Fundamentos do Design do Jogos. Blucker, United States of America.
Scolari, C.A. (2018). Informal learning strategies. In Adolescents, the media and collaborative cultures. Taking advantage of the transmedia skills of young people in the classroom, Solari, C. A. Universitat Pompeu Fabra, España, pp. 83-93.
Scolari, C. A. (2016). Transmedia literacy: informal learning strategies and media skills in the new ecology of communication. TELOS, Cuadernos de Comunicación e Innovación, 193, 13-23. https://repositori.upf.edu/handle/10230/27788
Scolari, C.A. (2013). Homo videoludens 2.0. De Pacman a la gamification. Colección Transmedia XXI, Laboratori de Mitjans Interactius: Universitat de Barcelona, España.
Stein, M. K., Smith, M. S., Henningsen, M., & Silver, E. (2009). Implementing standards-based mathematics instruction: A Casebook for Professional Development, 2nd ed., National Academy Press, United States of America.
Suh, A., Wagner, C., & Liu, L. (2018). Enhancing User Engagement through Gamification. J. Comput. Inf. Syst. 58, 204–213. doi: https://doi.org/10.1080/08874417.2016.1229143
Suh, J., & Seshaiyer, P. (2015). Examining teachers’ understanding of the mathematical learning progression through vertical articulation during lesson study. Journal of Mathematics Teacher Education, 18(3), 207-229. http://dx.doi.org/10.1007/s10857-014-9282-7
Tafarelo, A., & Bonanno, A. (2016). A construção do conceito de número e suas implicações na aprendizagem das operações matemáticas, In XII Encontro Nacional de Educação Matemática, Educação Matemática na Contemporaneidade: desafios e posibilidades, Brasil, pp. 1 – 12. http://www.sbem.com.br/enem2016/anais/pdf/5122_3136_ID.pdf
Teixes, F. (2014). Gamification: fundamentals and applications. UOC.
Toda, A.M., Oliveira, W., Klock, A.C., Palomino, P.T., Pimenta, M., Gasparini, I., Shi, L., Bittencourt, I., Isotani, S., & Cristea, A.I. (2019a). A Taxonomy of Game Elements for Gamification in Educational Contexts: Proposal and Evaluation. In Proceedings of the 19th International Conference on Advanced Learning Technologies (ICALT), IEEE, Brazil, 15-18 July. https://doi.org/10.1109/ICALT.2019.00028
Toda, A.M., Palomino, P.T., Oliveira, W., Rodrigues, L., Klock, A.C.T., Gasparini, I., Cristea, A.I., & Isotani, S. (2019b). How to Gamify Learning Systems? An Experience Report Using the Design Sprint Method and a Taxonomy for Gamification Elements in Education. Journal of Educational Technology & Society, 22(3), 47–60, https://www.jstor.org/stable/26896709
Torres, M., Cevallos, D., Oliva, M., & Castaño, A.X. (2019). Aprendizajes informales, habilidades cognitivas y competencias sociales vinculadas al uso de videojuegos. RES NON VERBA, Revista Científica, 9(1), 19 - 35. https://doi.org/10.21855/resnonverba.v9i1.76
Young-Suk, G. (2016). Direct and mediated effects of language and cognitive skills on comprehension of oral narrative texts (listening comprehension) for children. Journal of Experimental Child Psychology, 141(81), 101-120. https://doi.org/10.1016/j.jecp.2015.08.003
Wang, Y-H. (2020). Design-based research on integrating learning technology tools into higher education classes to achieve active learning. Computers & Education, 156, 103935. https://doi.org/10.1016/j.compedu.2020.103935
Weidlich, J., & Bastiens, T.J. (2019). Designing sociable online learning environments and enhancing social presence: An affordance enrichment approach. Computers & Education, 142, 103622. doi: https://doi.org/10.1016/j.compedu.2019.103622
Zimmerling, E.; Höllig, C.E.; Sandner, P.G., & Welpe, I.M. (2019). Exploring the Influence of Common Game Elements on Ideation Output and Motivation. J. Bus. Res. 94, 302–312. https://doi.org/10.1016/j.jbusres.2018.02.030
Zumbach, J., Rammerstorfer, L., & Deibl, I. (2019). Cognitive and metacognitive support in learning with a serious game about demographic change. Computers in Human Behavior, 103, 120-129. https://doi.org/10.1016/j.chb.2019.09.026
Downloads
Published
Issue
Section
License
Copyright (c) 2022 Digital Education Review
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
The authors who publish in this journal agree to the following terms:
- Authors retain copyright and grant the journal the right of first publication.
- The texts published in Digital Education Review, DER, are under a license Attribution-Noncommercial-No Derivative Works 4,0 Spain, of Creative Commons. All the conditions of use in: Creative Commons,
- In order to mention the works, you must give credit to the authors and to this Journal.
- Digital Education Review, DER, does not accept any responsibility for the points of view and statements made by the authors in their work.