A Teachable-Agent-Based Game Affording Collaboration and Competition: Evaluating Math Comprehension and Motivation
ARTICLE
Lena Pareto, Magnus Haake, Paulina Lindstrom, Bjorn Sjoden, Agneta Gulz
Educational Technology Research and Development Volume 60, Number 5, ISSN 1042-1629
Abstract
This paper presents an educational game in mathematics based on an apprenticeship model using a teachable agent, as well as an evaluative study of how the game affects (1) conceptual understanding and (2) attitudes towards mathematics. In addition, we discuss how collaborative and competitive affordances of the game may affect understanding and motivation. 19 students played the game in pairs once a week during math lessons for 7 weeks (the game-playing group) while another 19 students followed the regular curriculum (the control group). Math comprehension scores increased significantly for the game-playing group but not the control group (p less than 0.05). However, there was no significant difference in attitude change between the two groups. Post hoc analyses indicated that game-playing primarily affected students' confidence in explaining math to a peer, but not their enjoyment of doing so. Collaborative and competitive activities seem to carry a strong motivational influence for students to play the game.
Citation
Pareto, L., Haake, M., Lindstrom, P., Sjoden, B. & Gulz, A. (2012). A Teachable-Agent-Based Game Affording Collaboration and Competition: Evaluating Math Comprehension and Motivation. Educational Technology Research and Development, 60(5), 723-751. Retrieved February 27, 2021 from https://www.learntechlib.org/p/67656/.

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Cited By
View References & Citations Map-
Prospective Teachers’ Use of Technology in Mathematics Instruction
Mustafa Demir, University of Detroit Mercy, United States
EdMedia + Innovate Learning 2016 (Jun 28, 2016) pp. 823–828
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