Date of Award
Summer 2024
Language
English
Embargo Period
7-15-2024
Document Type
Dissertation
Degree Name
Doctor of Philosophy (PhD)
College/School/Department
Department of Education Theory and Practice
Program
Curriculum and Instruction
First Advisor
Reza Feyzi-Behnagh
Second Advisor
Caro Williams-Pierce
Committee Members
Reza Feyzi-Behnagh, Caro Williams-Pierce, Andy Elby, Lijun Ni
Keywords
fraction learning, math learning, epistemic cognition, scheme theory, games
Subject Categories
Educational Technology | Science and Mathematics Education
Abstract
Well-designed serious video games have great potential in mathematics education. This study aims to enrich our understanding of Slice Fractions and Slice Fractions 2 as remedy tools for college freshmen in an educational opportunities program. Specifically, drawing on resources-based epistemic cognition theory and scheme theory, the study investigated fourteen participants’ perspectives and experiences of playing these games, the impacts of the gameplay on their fraction schemes/operations and explicit conceptions of fractions, practices in fraction problem-solving, and views of mathematics learning. With a quasi-experimental design, each participant finished a pre-game interview and assessment, played SF1 or SF2, and completed a post-game interview and assessment. The findings reveal the productive game designs suggested by the gameplay and perceived by the players. A preliminary examination of the interaction between prior video game experience and gameplay of SF1 and SF2 shows that the games effectively elicit knowledge of fractions to a similar extent among non-gamers and gamers. The findings also suggest that playing SF1 and SF2 supports the construction of fraction schemes/operations, the development of a better understanding of fractions from multiple perspectives, and improvements in making sense of various operations with fractions. The study contributes to a deepened understanding of how well-designed serious video games support math learning.
License
This work is licensed under the University at Albany Standard Author Agreement.
Recommended Citation
Tian, Yan, "Remedying Educational Opportunity Program Freshmen's Knowledge of Fractions and Views of Mathematics Learning with Serious Video Games" (2024). Electronic Theses & Dissertations (2024 - present). 11.
https://scholarsarchive.library.albany.edu/etd/11