Online game-generated feedback as a way to support early algebraic reasoning Online publication date: Tue, 09-Nov-2010
by Angeliki Kolovou, Marja Van Den Heuvel-Panhuizen
International Journal of Continuing Engineering Education and Life-Long Learning (IJCEELL), Vol. 20, No. 2, 2010
Abstract: This study explores the potential of game-generated feedback to support primary school students' problem solving processes in non-routine contextual number problems with interrelated values. The students were invited to play an online game at home that was extended with some additional problems. A paper-and-pencil test was used as a pre and posttest and special software monitored the online computer activity. The data analysis showed that game-generated feedback supported students in detecting and correcting their errors. The students were more successful in problem solving in the online game than in the paper-and-pencil condition where no feedback was available. Another result was that the students performed better in the posttest than in the pretest and verified their answers more often. This last finding suggests that game-generated feedback stimulated student-generated feedback.
Existing subscribers:
Go to Inderscience Online Journals to access the Full Text of this article.
If you are not a subscriber and you just want to read the full contents of this article, buy online access here.Complimentary Subscribers, Editors or Members of the Editorial Board of the International Journal of Continuing Engineering Education and Life-Long Learning (IJCEELL):
Login with your Inderscience username and password:
Want to subscribe?
A subscription gives you complete access to all articles in the current issue, as well as to all articles in the previous three years (where applicable). See our Orders page to subscribe.
If you still need assistance, please email subs@inderscience.com