Sixth-grade students’ experiences of a digital game-based learning environment: A didactic analysis
Students' conceptual understanding and mathematical process skills can be improved through digital games in mathematics education. The starting point of this study is the idea of having students encounter this kind of environment. The study didactically describes the process of 6th-grade studen...
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| Format: | UMS Journal (OJS) |
| Language: | eng |
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Universitas Muhammadiyah Surakarta
2021
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| Online Access: | https://journals.ums.ac.id/index.php/jramathedu/article/view/13687 |
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| author | Gök, Mustafa İnan, Mevlüt |
| author_facet | Gök, Mustafa İnan, Mevlüt |
| author_sort | Gök, Mustafa |
| collection | OJS |
| description | Students' conceptual understanding and mathematical process skills can be improved through digital games in mathematics education. The starting point of this study is the idea of having students encounter this kind of environment. The study didactically describes the process of 6th-grade students’ experiences of a digital game-based learning environment. A combination of the Theory of Didactical Situations (TDS) and Digital Game-Based Learning (DGBL) was used in the design of the digital game. The research focused on knowledge-based interactions (teacher-student-game) during the implementation of the game called Race with Numbers, designed in line with this synthesis. The case study, one of the qualitative research methods, was used in the study. Research participants consist of 16 middle secondary school students studying in the 6th grade in a public school. The research data were collected with a video camera and two voice recorders. The research application lasted 75 minutes. The data analysis related to the application was carried out by describing the interaction between the students and the game at stages of TDS. The study findings indicated that TDS has significant potential in designing DGBL environments. However, strong evidence is presented that such environments enable students to realize their own learning and encourage them to use mathematical process skills (such as problem-solving, reasoning, proving, and transfer). Finally, the study highlights the importance of the digital game-based learning approach in mathematics teaching for students. |
| format | UMS Journal (OJS) |
| id | oai:ojs2.journals.ums.ac.id:article-13687 |
| institution | Universitas Muhammadiyah Surakarta |
| language | eng |
| publishDate | 2021 |
| publisher | Universitas Muhammadiyah Surakarta |
| record_format | ojs |
| spelling | oai:ojs2.journals.ums.ac.id:article-13687 Sixth-grade students’ experiences of a digital game-based learning environment: A didactic analysis Gök, Mustafa İnan, Mevlüt Mathematics Education Theory of didactical situations, game-based learning, 6th grade, constructivism, mathematical process skills Students' conceptual understanding and mathematical process skills can be improved through digital games in mathematics education. The starting point of this study is the idea of having students encounter this kind of environment. The study didactically describes the process of 6th-grade students’ experiences of a digital game-based learning environment. A combination of the Theory of Didactical Situations (TDS) and Digital Game-Based Learning (DGBL) was used in the design of the digital game. The research focused on knowledge-based interactions (teacher-student-game) during the implementation of the game called Race with Numbers, designed in line with this synthesis. The case study, one of the qualitative research methods, was used in the study. Research participants consist of 16 middle secondary school students studying in the 6th grade in a public school. The research data were collected with a video camera and two voice recorders. The research application lasted 75 minutes. The data analysis related to the application was carried out by describing the interaction between the students and the game at stages of TDS. The study findings indicated that TDS has significant potential in designing DGBL environments. However, strong evidence is presented that such environments enable students to realize their own learning and encourage them to use mathematical process skills (such as problem-solving, reasoning, proving, and transfer). Finally, the study highlights the importance of the digital game-based learning approach in mathematics teaching for students. Universitas Muhammadiyah Surakarta 2021-04-01 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion qualitative research application/pdf https://journals.ums.ac.id/index.php/jramathedu/article/view/13687 10.23917/jramathedu.v6i2.13687 JRAMathEdu (Journal of Research and Advances in Mathematics Education); Volume 6 Issue 2 April 2021; 142-157 2541-2590 2503-3697 10.23917/jramathedu.v6i2 eng https://journals.ums.ac.id/index.php/jramathedu/article/view/13687/6532 Mathematics education Digital Game-Based Learning Digital gaming experience of students Copyright (c) 2021 Mustafa Gök, Mevlüt İnan http://creativecommons.org/licenses/by/4.0 |
| spellingShingle | Mathematics Education Theory of didactical situations, game-based learning, 6th grade, constructivism, mathematical process skills Gök, Mustafa İnan, Mevlüt Sixth-grade students’ experiences of a digital game-based learning environment: A didactic analysis |
| title | Sixth-grade students’ experiences of a digital game-based learning environment: A didactic analysis |
| title_full | Sixth-grade students’ experiences of a digital game-based learning environment: A didactic analysis |
| title_fullStr | Sixth-grade students’ experiences of a digital game-based learning environment: A didactic analysis |
| title_full_unstemmed | Sixth-grade students’ experiences of a digital game-based learning environment: A didactic analysis |
| title_short | Sixth-grade students’ experiences of a digital game-based learning environment: A didactic analysis |
| title_sort | sixth grade students experiences of a digital game based learning environment a didactic analysis |
| topic | Mathematics Education Theory of didactical situations, game-based learning, 6th grade, constructivism, mathematical process skills |
| topic_facet | Mathematics Education Theory of didactical situations, game-based learning, 6th grade, constructivism, mathematical process skills |
| url | https://journals.ums.ac.id/index.php/jramathedu/article/view/13687 |
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