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A Digital Game for Undergraduate Calculus: Immersion, Calculation, and Conceptual Understanding
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Author(s): Yu-Hao Lee (University of Florida, USA), Norah E. Dunbar (University of California – Santa Barbara, USA), Keri Kornelson (University of Oklahoma, USA), Scott N. Wilson (University of Oklahoma, USA), Ryan Ralston (University of Oklahoma, USA), Milos Savic (University of Oklahoma, USA), Sepideh Stewart (University of Oklahoma, USA), Emily Ann Lennox (University of Oklahoma, USA), William Thompson (University of Oklahoma, USA)and Javier Elizondo (University of Oklahoma, USA)
Copyright: 2022
Pages: 17
Source title:
Research Anthology on Developments in Gamification and Game-Based Learning
Source Author(s)/Editor(s): Information Resources Management Association (USA)
DOI: 10.4018/978-1-6684-3710-0.ch030
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Abstract
This study has two goals: first, to investigate the effectiveness of using a digital game to teach undergraduate-level calculus in improving task immersion, sense of control, calculation skills, and conceptual understanding, and second, to investigate how feedback and visual manipulation can facilitate conceptual understanding of calculus materials. One hundred thirty-two undergraduate students participated in a controlled lab experiment and were randomly assigned to either a game-playing condition, a practice quiz condition, or a no-treatment control condition. The authors collected survey data and behavioral-tracking data recorded by the server during gameplay. The results showed that students who played the digital game reported highest task immersion but not in sense of control. Students in the game condition also performed significantly better in conceptual understanding compared to students who solved a practice quiz and the control group. Gameplay behavioral-tracking data was used to examine the effects of visual manipulation and feedback on conceptual understanding.
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