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Student Strategies Playing Vector Unknown Echelon Seas, a 3D IOLA Videogame
Abstract
We present preliminary results of students’ strategies playing Vector Unknown: Echelon Seas [VUES], a 3D videogame intended to support student reasoning about vectors. Our team designed VUES by drawing on theories from Inquiry-Oriented Instruction (IOI), Game-Based Learning [GBL] and Realistic Mathematics Education [RME]. VUES builds from a prior 2D game by giving players vectors with 1, 2, or 3 components, depending on the level. We use codes from our team’s prior analysis (Mauntel et al, 2020) to analyze strategies in the 3D game. Early results show that students develop similar strategies during 3D gameplay as other students developed while playing the 2D game. However, we have also found new strategies that we did not witness with 2D gameplay, requiring us to extend our coding scheme. Further, early results emphasized the need for design changes to the 3D game to better support players’ progress.
... The study aimed to weave EBGs into an existing curricular framework for the teaching of linear algebra [27]. We then studied the effects of the learning strategies that students employed due to the addition of the EBGs [28][29][30][31]. Our findings indicated that students can be directed to explore multiple strategies and critically evaluate the benefits when situated within the context of an EBG. ...
Game-based learning assessments rely on educational data mining approaches such as stealth assessments and quasi mixed methods that help gather data on student learning proficiency. Rarely do we see approaches where student proficiency in learning is woven into the game’s design. Educational burst games (EBGs) represent a new approach to improving learning proficiency by designing fast-paced, short, repetitive, and skill-based games. They have the potential to be effective learning interventions both during instruction in the classroom and during after-school activities such as assignments and homework. Over five years, we have developed two EBGs aimed at improving linear algebra concepts among undergraduate students. In this study, we provide the results of an in-depth evaluation of the two EBGs developed with 45 participants that represent our target population. We discuss the role of EBGs and their design constructs, such as pace and repetition, the effect of the format (2D vs. 3D), the complexity of the levels, and the influence of prior knowledge on the learning outcomes.
... The study aimed to weave EBGs into an existing curricular framework for teaching linear algebra [16]. We then studied the effects of learning strategies that students employed due to the addition of the EBGs [17][18][19][20]. Our findings indicate that students can be directed to explore multiple strategies and critically evaluate the benefits when situated within the context of an EBG. ...
Game-based learning assessments lean on educational data mining approaches such as stealth assessments and quasi mixed-methods that help gather student learning proficiency. Rarely do we see approaches where student proficiency in learning is woven into the game's design. Educational Burst Games (EBGs) is a new approach to improving learning proficiency by designing fast-paced, short, repetitive, and skill-based games. They have the potential to be effective learning interventions both during instruction in the classroom and during after-school activities such as assignments and homework. Over five years we have developed two EBGs aimed at improving linear algebra concepts of undergraduate students. In this study, we provide results of an in-depth evaluation of the two EBGs developed with 45 participants that represent our target population. We discuss the role of EBGs and their design constructs such as pace and repetition, the effect of the format (2D vs. 3D), the complexity of the levels and the influence of prior knowledge on the learning outcomes.
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