How Gamification Applies for Educational Purpose Specially with College Algebra

被引：36

作者：

Faghihi, Usef ^{[1
]}

Brautigam, Albert ^{[2
]}

Jorgenson, Kris ^{[2
]}

Martin, David ^{[2
]}

Brown, Angela ^{[2
]}

Measures, Elizabeth ^{[2
]}

Maldonado-Bouchard, Sioui ^{[3
]}

机构：

[1] Cameron Univ, Lawton, OK 73505 USA

[2] Sul Ross State Univ, Alpine, TX 79830 USA

[3] Texas A&M Univ, College Stn, TX 77843 USA

来源：

5TH ANNUAL INTERNATIONAL CONFERENCE ON BIOLOGICALLY INSPIRED COGNITIVE ARCHITECTURES, 2014 BICA | 2014年 / 41卷

关键词：

Gamification; Artificial Intelligence; Tutoring systems; How to gamify mathematics' concepts;

D O I：

10.1016/j.procs.2014.11.102

中图分类号：

TP18 [人工智能理论];

学科分类号：

081104 ; 0812 ; 0835 ; 1405 ;

摘要：

Gaming environments have been used to teach mathematical topics such as addition and division in a fun manner*. However, when it comes to college level mathematical concepts such as the use of the quadratic formula, there are very few software that explain these concepts in a fun way. In this paper, we present a first step towards using video game elements and Artificial Intelligence Tutoring system techniques to teach mathematical concepts such as factoring and the quadratic formula. These concepts are explained in a way that helps learners make a connection between the mathematical concepts and their real life experience. These methods of learning are supported by several studies (Bonwell & Eison, 1991; Donovan & Bransford, 2004; Scarlatos, 2006). We use gamification techniques during the training and test phases to help students learn the mathematical concepts. We then compare the performance of students who used our system (MathDungeon) with that of students who used the most popular math tutoring programs used in US colleges: Assessment and Learning, K-12, Higher Education (ALEKS). The number of students who used MathDungeon and scored above the median score on the test of math performance was greater than the number of students who used ALEKS and scored higher than the median score.

引用

页码：182 / 187

页数：6

共 17 条

[1]

Anderson J. R., 1992, INT TUT SYST

[2]

Anderson J.R., 1997, Handbook of Human-Computer Interaction, P849, DOI [DOI 10.1016/B978-044481862-1.50103-5, 10.1016/b978-044481862-1.50103-5]

[3]

[Anonymous], P GLS

[4]

Bonwell C., 1991, Active Learning: Creating Excitement in the Classroom, V1

[5]

D'Mello SK, 2011, NEW PERSPECTIVES ON AFFECT AND LEARNING TECHNOLOGIES, P113, DOI 10.1007/978-1-4419-9625-1_9

[6]

[Donovan M.S. National Research Council National Research Council], 2004, How students learn: History, mathematics, and science in the classroom

[7]

Faghihi U., 2012, SMART INNOVATION SYS, P2190

[8]

Insights M. M., 2011, K 12 ED OPPORTUNITIE

[9]

Kapp K.M., 2013, GAMIFICATION LEARNIN

[10]

Latham Annabel, 2012, CONVERSATIONAL INTEL

← 1 2 →