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To Play or to Learn?: A Review of Game-Based Math Learning for Motivation and Cognition

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  • Joan J. Erickson

    (Department of Educational and Counseling Psychology, University at Albany, State University of New York, NY, USA)

Abstract

Research evidence of the last two decades indicates positive effects of game-based learning on students' attitude and performance in math education. Game-based Internet math sites are geared to help students stay motivated and master grade-appropriate math concepts. This review presents One) a literature review on game-based learning via instructional design and game design considerations, Two) a tabulated review of 30 Internet math games from a math educator's first-hand experience in playing and critiquing in reference to Grades 6th - 8th players' motivation and cognition. Its educational implications include helping educators (a) select Internet math games with a heightened awareness of Internet games' motivational factors and concept-building potential during gameplay and (b) incorporate game-based technology to foster meaningful immersion when students explore mathematical concepts.

Suggested Citation

  • Joan J. Erickson, 2015. "To Play or to Learn?: A Review of Game-Based Math Learning for Motivation and Cognition," International Journal of Cyber Behavior, Psychology and Learning (IJCBPL), IGI Global, vol. 5(1), pages 56-74, January.
    • Handle: RePEc:igg:jcbpl0:v:5:y:2015:i:1:p:56-74
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