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In recent years, serious games offer great opportunities for learning processes at schools. However, it is unclear whether this type of proposals can offer differentiated answers among the students according to their gender. In this context, the aim of this paper is to know the possible differences that occur in primary school classrooms according...
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... a more detailed analysis of the situation in second grade, the results of the pretest-posttest show a classroom where the performance of the girls is clearly different to the rest of the groups, specifically classroom 6, as illustrated in Figure 4. It is a classroom where the situation of the female students in comparison with their peers (Table 4) shows statistically significant differences and of great magnitude due to gender, both in relation to the pretest (t (22) It is a classroom where the situation of the female students in comparison with their peers (Table 4) shows statistically significant differences and of great magnitude due to gender, both in relation to the pretest (t (22) However, in this classroom the gender gap is even accentuated, as statistically significant differences and of great magnitude are obtained in the number of solved activities (t (22) The analysis of other parameters creates the need to reconsider the situation and opens the way to future research work. The teacher of classroom 6 is a novice teacher with an experience of less than five years and with a recent university degree. ...Context 2
... a more detailed analysis of the situation in second grade, the results of the pretest-posttest show a classroom where the performance of the girls is clearly different to the rest of the groups, specifically classroom 6, as illustrated in Figure 4. It is a classroom where the situation of the female students in comparison with their peers (Table 4) shows statistically significant differences and of great magnitude due to gender, both in relation to the pretest (t (22) It is a classroom where the situation of the female students in comparison with their peers (Table 4) shows statistically significant differences and of great magnitude due to gender, both in relation to the pretest (t (22) However, in this classroom the gender gap is even accentuated, as statistically significant differences and of great magnitude are obtained in the number of solved activities (t (22) The analysis of other parameters creates the need to reconsider the situation and opens the way to future research work. The teacher of classroom 6 is a novice teacher with an experience of less than five years and with a recent university degree. ...Similar publications
How corporates are exploiting serious games for training.
Citations
... Fraga-Varela et al. [27] conducted a quasi-experimental study to (1) understand the possible differences in the implementation of serious games for math fluency in primary schools concerning gender, and (2) examine the extent to which these games contribute to overall school performance. Their findings confirmed the positive impact of serious games in school environments and highlighted the opportunity to address performance differences based on gender. ...
Serious games play a significant role in the teaching and learning process by focusing on educational objectives rather than purely on entertainment. By addressing specific educational needs, these games provide targeted learning experiences. The integration of emotion recognition technology into serious games can further enhance teaching and learning by identifying areas where students may need additional support, The integration of emotion recognition into a serious game facilitates the learning of mathematics by allowing the identification of emotional impact on learning and the creation of a tailored learning experience for the student. This study proposes a challenge-based and task-based math serious game that integrates facial emotion recognition named TasksZE. TasksZE introduces a novel approach by adjusting gameplay based on detected emotions, which includes real-time emotion analysis and the cross-validation of emotions. We conducted a usability evaluation of the game using the System Usability Scale (SUS) as a reference, and the results indicate that the students feel that TasksZE is easy to use, the functions are well integrated, and most people can learn to use it very quickly. The students answered that they would use this system frequently since they felt motivated by game attributes, rewards, and level progression. These elements contributed to a more engaging and effective learning experience.
... However, some researchers [36], [37] revealed that female students showed significant improvement in their achievement in mathematics instruction using gamebased learning than male students. Nevertheless, some other studies [30], [38], [39] indicated that both male and female students showed similar achievement in mathematics when the game-based learning approach was used. Contradictions in these findings have continued to attract the interest of researchers in Mathematics Education. ...
... As a result, it boosted their achievement in the trigonometry instruction. The finding of this study corroborates the finding of [30], [38], and [39], who in their study reported that both male and female students showed similar level of achievement in mathematics. However, our finding contradicts the finding of [34] and [35], who reported in their study that male learners showed higher level of achievement in mathematics than the females. ...
... La literatura especializada ha mostrado que el niño con dificultades en la matemática no solo presenta limitación en sus habilidades y conocimiento (¿sabe o no sabe hacerlo?), sino que también utiliza más tiempo para responder la tarea, ya sea porque su velocidad de procesamiento es menor o porque para llegar al resultado necesita emplear otros recursos heurísticos que demoran su respuesta (i.e. contar con los dedos) (Fraga-Varela et al., 2021). De allí que el uso de las tareas de fluidez matemática, cobre relevancia, pues son pruebas que reúnen las medidas del currículo, y a su vez, controlan el tiempo de respuesta (Fraga-Varela et al., 2021). ...
... contar con los dedos) (Fraga-Varela et al., 2021). De allí que el uso de las tareas de fluidez matemática, cobre relevancia, pues son pruebas que reúnen las medidas del currículo, y a su vez, controlan el tiempo de respuesta (Fraga-Varela et al., 2021). ...
For the achievement of mathematics learning at the primary education level, several authors have highlighted the importance of an adequate development of basic numerical skills (counting, comparing and estimating quantities) and of non-numerical cognitive functions (attention, memory, language and intelligence) in children between 3 and 6 years of age. Seventy-four children between 6 and 8 years of age participated in the study with the purpose of determining the influence of these variables on arithmetic skills. A coincidence analysis was performed between the scores of children with low performance in the subtest counting quantities and their long-term mathematical performance was observed. The results showed that counting quantities significantly explained the variability of arithmetic skills at the end of 1st and 2nd grade. Children with low performance on the counting quantities subtest also showed low performance in arithmetic skills at the same level. This finding is relevant for the early childhood education system (between 0 - 6 years), as it provides evidence that counting tasks could be important diagnostic markers for early detection of future difficulties in mathematics in the early school grade.
... Efforts to apply elements of sustainability goals in mathematics education is a fairly new phenomenon, though it is gaining momentum to meet the needs of the 21st century student. For instance, researchers have utilized the benefits of sustainability goals in student mathematical achievement [6][7][8], while others have explored the notion of sustainability goals to prepare future mathematics teachers in teacher education programs [9][10][11]. Some have even implemented sustainability goals to further the benefits on STEM education [12][13][14]. ...
There are many Western apps that help students strengthen their mathematics skills
through learning and game apps. A research project was designed to create an IOS Math App to provide Grade 6 Emirati students with the opportunity to explore mathematics, then, using Bayesian Networks, to examine the educational implications. The learning app was developed using ethnomathematics modules based on the Emirati culture. Students were required to navigate through several modules to examine various mathematical concepts in algebra and geometry. The survey was written for Grade 6 English language learners. Based on the Bayesian Networks, the findings suggested that if students are allowed to explore mathematics based on familiar cultural norms and practices, students with grades A and C would get higher grades. However, if students are not allowed to explore mathematics in line with their local culture, more students would receive an F grade, while some students with an A grade would get lower grades. Additionally, the findings showed that incorporating cultural elements had a positive change in students’ liking and learning mathematics, even without a mobile device. However, not allowing a mobile device and not allowing culture had an increased negative impact on students’ liking and learning mathematics. The last finding suggested that students valued ethnomathematics examples over a mobile device to learn
mathematics. The research findings could help to improve sustainability in mathematics education by promoting ethnomathematics and mobile learning.
... Gaming seems like a promising medium to bridge the curriculum, content, and persuasive element of the technology into a unified medium of effective education. Throughout the years, studies had been done upon the effect of gaming on academic achievement [2], psychological health [3], educational outcome [4], mathematics [5] [6], science [7] [8], and language [9]. The integration of game into teaching and learning of various subjects had been discussed for many years and lately it becomes a new practice among teachers. ...
Learning in the 21st century emphasize on development of higher order thinking skills such as problem-solving skills with substantial highlight was given toward student-centred approach. Digital game and problem-solving activities are an ideal combination of student-centred approach which facilitate active participation for students to practice and develop their thinking skills. This study was conducted to investigate the effect and the process of using digital game and problem-based learning skills to enhance higher order thinking skills in primary school student in the context of Malaysia. A preliminary study was conducted to 50 samples to collect data about their current higher order thinking skills level. The result shows samples are good in identify problem and solution, but weak in decision making and reasoning. To study the effect of digital game and problem-based learning combined in enhancing higher order thinking skills, a pre-test and post-test was conducted to 35 samples before and after three sessions of digital game problem-based learning section. After running a paired sample t test upon the pre-test and post-test, the result show that the combination of digital game and problem-based learning have significant effect in enhancing higher order thinking skills. To understand samples’ learning process, reflection journal was used after each learning section and an interview was conducted following the post-test. The data gathered indicate samples do enjoy learning with digital games and problem-based learning, and they agreed the approaches help them to learn better. However, they expected for more exciting games and group activities in the future. This study opens a gateway for developing student-centred and fun learning approach that beneficial toward student’s higher order thinking skills.
... La literatura especializada ha mostrado que el niño con dificultades en la matemática no solo presenta limitación en sus habilidades y conocimiento (¿sabe o no sabe hacerlo?), sino que también utiliza más tiempo para responder la tarea, ya sea porque su velocidad de procesamiento es menor o porque para llegar al resultado necesita emplear otros recursos heurísticos que demoran su respuesta (i.e. contar con los dedos) (Fraga-Varela et al., 2021). De allí que el uso de las tareas de fluidez matemática, cobre relevancia, pues son pruebas que reúnen las medidas del currículo, y a su vez, controlan el tiempo de respuesta (Fraga-Varela et al., 2021). ...
... contar con los dedos) (Fraga-Varela et al., 2021). De allí que el uso de las tareas de fluidez matemática, cobre relevancia, pues son pruebas que reúnen las medidas del currículo, y a su vez, controlan el tiempo de respuesta (Fraga-Varela et al., 2021). ...
RESUMEN Para el logro del aprendizaje de la matemática de nivel educativo primario, diversos autores han relevado la importancia de un adecuado desarrollo de las capacidades numéricas básicas (contar, comparar y estimar cantidades) y de las funciones cognitivas no numéricas (atención, memoria, lenguaje e inteligencia) en niños entre 3 y 6 años. En el estudio participaron 74 niños entre 6 y 8 años con el propósito de determinar la influencia de estas variables sobre las habilidades aritméticas. Se realizó un análisis de coincidencia entre las puntua-ciones de los niños con bajo rendimiento en la subprueba contar cantidades y se observó su rendimiento matemático a largo plazo. Los resultados mostraron que el contar cantidades explica de manera significativa la variabilidad de las habilidades aritméticas a finales del 1ero y 2do grado. Los niños con bajo rendimiento en la subprueba contar cantidades mostraron también un bajo rendimiento en las habi-lidades aritméticas en el mismo nivel. Este hallazgo es relevante para el sistema educativo de la primera infancia (entre 0-6 años), pues aporta evidencia de que las tareas de contar podrían ser importantes marcadores diagnósticos para detectar tempranamente las futuras dificultades en la matemática en los primeros grados escolares. Palabras clave: Capacidades numéricas básicas, habilidades de contar cantidades, enumeración, habilidades aritméticas, matemática de nivel educativo primario. ABSTRACT For the achievement of mathematics learning at the primary education level, several authors have highlighted the importance of an adequate development of basic numerical skills (counting, comparing and estimating quantities) and of non-numerical cognitive functions (attention, memory, language and intelligence) in children between 3 and 6 years of age. Seventy-four children between 6 and 8 years of age participated in the study with the purpose of determining the influence of these variables on arithmetic skills. A coincidence analysis was performed between the scores of children with low performance in the subtest counting quantities and their long-term mathematical performance was observed. The results showed that counting quantities significantly explained the variability of arithmetic skills at the end of 1st and 2nd grade. Children with low performance on the counting quantities subtest also showed low performance in arithmetic skills at the same level. This finding is relevant for the early childhood education system (between 0-6 years), as it provides evidence that counting tasks could be important diagnostic markers for early detection of future difficulties in mathematics in the early school grade.
This study analyzed the relationship between probabilistic reasoning, feedback type, and engagement across four sessions of an DGBL educational practice with a feedback system. Results show that engagement and probabilistic reasoning varied longitudinally during the intervention. In addition, the teacher’s feedback was found to be of an open-ended type. Significant correlations were established between probabilistic reasoning and feedback, as well as between engagement and probabilistic reasoning in one of the sessions. Implications for teaching and designing DGBL sequences are presented.
Self-regulated learning is a skill that is important to be taught to students because this skill is useful in their learning environment management to achieve the best learning outcomes. Thus, teaching this ability as early as possible is better, such as in elementary school. One alternative way to introduce and teach this skill is through games. This study aims to capture the relevant previous research landscape regarding the use of games in elementary school learning and for self-regulated learning from 2020 to 2023 using bibliometric analysis with the help of the VOSviewer application. The Scopus database was used to search for data with the keywords "games", "self-regulated learning", "elementary education," and "primary education," which were then refined to become 196 journal article publications. From the results of this analysis, it was found that the trend of publications about the use of games in learning had appeared in 2020, but about self-regulated learning, game-based learning, and elementary/primary education had only appeared in 2021. The research focus can be divided into four major topics, namely: (1) the use of game and game-based learning in primary education, (2) child development, and (3) the use of technology used in primary school education. Surprisingly, there hasn’t been research on self-regulated learning in elementary education. Thus, further research and development on the topic can be done.
La poca participación de mujeres en carreras STEM tiene como uno de sus motivos principales a los estereotipos genio-nerd, los cuales aluden a que los estudiantes y profesionales de estos rubros únicamente pueden ser personas con inteligencia nata y sin habilidades sociales. El objetivo principal de la presente investigación es proponer un juego serio que ayude a reducir estos estereotipos en las carreras STEM. Se concluyó que el framework MDA es el más adecuado para la propuesta. Unity es el motor de desarrollo indicado dada su escalabilidad y carácter gratuito. A parte de los estereotipos, la usabilidad y engagement serán analizados mediante un diseño cuasi experimental. Se espera que la futura implementación de la presente propuesta contribuya a mejorar la participación de mujeres en carreras STEM, al reducir los estereotipos nerd y genio asociados a esta área.
