Authors: Angeliki Kolovou, Marja Van Den Heuvel-Panhuizen
Addresses: Freudenthal Institute of Science and Mathematics Education, Utrecht University, P.O. Box 9432, 3506 GK Utrecht, the Netherlands. ' Freudenthal Institute of Science and Mathematics Education, Utrecht University, P.O. Box 9432, 3506 GK Utrecht, the Netherlands
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.
Keywords: early algebra; online games; virtual gaming; internet; world wide web; game-generated feedback; algebraic reasoning; primary schools; problem solving; non-routine contextual numbers; interrelated values; paper-and-pencil tests; pre tests; post tests; computer activity; monitoring software; data analysis; student support; error detection; error correction; pretests; posttests; student-generated feedback; Netherlands; Holland; continuing education; engineering education; life-long learning; electronic feedback; e-feedback.
International Journal of Continuing Engineering Education and Life-Long Learning, 2010 Vol.20 No.2, pp.224 - 238
Available online: 09 Nov 2010 *Full-text access for editors Access for subscribers Purchase this article Comment on this article