1 / 34

Designing Videogames to Instruct and Assess Conceptual Understanding of Fractions

Designing Videogames to Instruct and Assess Conceptual Understanding of Fractions. Rebecca E. Buschang Girlie C. Delacruz, Gregory K.W.K. Chung, Terry Vendlinski. California Educational Research Association Annual Meeting

amato
Download Presentation

Designing Videogames to Instruct and Assess Conceptual Understanding of Fractions

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Designing Videogames to Instruct and Assess Conceptual Understanding of Fractions Rebecca E. Buschang Girlie C. Delacruz, Gregory K.W.K. Chung, Terry Vendlinski California Educational Research AssociationAnnual Meeting Day 1, Breakout Session 2:     2:15 p.m. to 3:45 p.m.San Diego, CA – November 18-19, 2010

  2. Part 1: How did we design this game?

  3. Learning Goals of Game • The size of a rational number is relative to how one whole unit is defined. Behr, Harel, Post, & Lesh, 2003; Fuson, 2003; Lamon 1999

  4. Learning Goals of Game • The size of a rational number is relative to how one whole unit is defined. Behr, Harel, Post, & Lesh, 2003; Fuson, 2003; Lamon 1999 0

  5. Learning Goals of Game • The size of a rational number is relative to how one whole unit is defined. Behr, Harel, Post, & Lesh, 2003; Fuson, 2003; Lamon 1999

  6. Learning Goals of Game • Only identical units can be added to create a single numerical sum. De Corte & Verschaffel, 1987; Kilpatrick et al., 2001; Mack, 1990 + + = ? + + = ? + + = ?

  7. The Game • Instructional game (not practice game) • Assess student understanding in game • Opportunities for individualized feedback

  8. Part 2: How did we assess students?

  9. Types of Assessments • Pre/posttest • In game • Size of coils added • Number of coils added • Size scrolled to

  10. Types of “items” • Selected response • Open-ended

  11. Pre/post ItemsSelected response + = • 10 • 5 • 25 • 15

  12. Pre/post ItemsSelected response 2/5 + 3/10 = ? • 5/15 • 5/10 • 6/50 • 6/10

  13. Save Patch ItemsSelected response

  14. Pre/post items Open ended + =

  15. The figure below shows Pre/post Items Open ended The figure below shows of a whole unit shaded. Complete the figure to show where the whole unit ends. Be sure to draw lines (“|”) to show where each piece is.

  16. Save Patch ItemOpen ended

  17. Testing the Game with Students • July (pilot test) 2009 • December 2009 • March 2010 • June 2010

  18. Version 1 (December 2009)

  19. Version 2 (March 2010)

  20. Version 3 (June 2010)

  21. Version 1 (December 2009)Stage 7 of 10

  22. Version 2 (March 2010) Stage 3 of 7

  23. Version 3 (June 2010) Stage 2 of 5

  24. Can you diagnose these students?

  25. Show video clip here with gameplay

  26. Types of Errors Students Make • Use resources in order • Don’t think ahead (resources) • Don’t define unit appropriately • Count dots instead of spaces • Don’t take unit end into account

  27. Lesson Learned • Design of game impacts inferences that can be made • Order of levels • Resources given • Diagnostics and feedback depends on inferences

  28. Want to know more?Want to play the game(s)? • 10:15 – 11:45 am Day 2, Breakout Session 4 • Edward A/B • Terry Vendlinski • Aligning Assessment and Instruction: High Quality Practices for the Digital Age

  29. buschang@cse.ucla.edu

More Related