Effects of Game-Enhanced Supplemental Fraction Curriculum on Student Engagement, Fraction Knowledge, and STEM Interest
Bibliographic Data
| ID | 22047203 |
|---|---|
| Authors | Jessica H Hunt (0000-0003-1155-4431, North Carolina State University, corresponding author), Michelle Taub (0000-0002-6238-1334, University of Central Florida), Matthew T Marino (0000-0003-0884-4462, University of Central Florida), Alejandra Duarte (0000-0003-1255-1646, North Carolina State University), Brianna Bentley (North Carolina State University), Kenneth Holman (0000-0002-4199-0843, University of Central Florida), A F Kuhlman (North Carolina State University), Adrian Kuhlman (North Carolina State University) |
| Year | 2023 |
| Volume | 13 |
| Issue | 7 |
| Pages | 646 |
| Publication date | 2023-06-25 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education Sciences (JOURNAL) |
| Journal identifiers | ISSN: 2227-7102 • E-ISSN: 2227-7102 |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/educsci13070646 |
| OpenAlex | W4382058774 |
| Language | EN |
| Citations received | 2 |
| References cited | 50 |
People with disabilities are underrepresented in STEM as well as information, communication, and technology (ICT) careers. The underrepresentation of individuals with disabilities in STEM may reflect systemic issues of access. Curricular materials that allow students to demonstrate their current fraction knowledge through multiple means and provide opportunities to share and explain their thinking with others may address issues of access students face in elementary school. In this study, we employed a sequential mixed-methods design to investigate how game-enhanced fraction intervention impacts students’ fraction knowledge, engagement, and STEM interests. Quantitative results revealed statistically significant effects of the program on students’ fraction understanding and engagement but not their STEM interest. Qualitative analyses revealed three themes—(1) Accessible, Enjoyable Learning, (2) Can’t Relate, and (3) Dreaming Bigger—that provided contextual backing for the quantitative results. Implications for future research and development are shared
Curriculum · Mathematics education · Multimethodology · Pedagogy · Social science · Sociology · Cognitive and developmental aspects of mathematical skills · Educational Games and Gamification · Psychology · School Choice and Performance
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| Citations per year | 0.67 |
|---|---|
| Citation span | 2023 - 2025 (3) |
| Highly cited | No |