Re-imagining Mathematics: Motivating secondary students to reengage in the Mathematics Classroom

by Amanda Brown

http://thinkspace.csu.edu.au/learningthroughgames/

Learning mathematics presents various challenges for many children and many students come to the high school Mathematics classroom disenchanted with their ability to learn maths. They have switched off and decided that it is all too hard and that they will never be able to do it. Game Based Learning can assist students to enjoy and engage in the Mathematics classroom and help move student learning forward. Video games offer students freedom to fail without the risk of persecution, they are encouraged to keep trying to move to the next level. Using Game Based Learning in the Mathematics classroom has the potential to attract the disenchanted students back to their mathematics learning and help improve their confidence in their ability to achieve.

Mathematics is a fundamental skill for life (Ku, Chen, Wu, Lao & Chan, 2013) and Digital Game Based Learning (DGBL) can assist students to enjoy and engage in the Mathematics classroom and help move student learning forward. Many students have low self-confidence when learning mathematics and this plays an important role in their ability to achieve (Ku, Chen, Wu, Lao & Chan, 2013). Shin, Sutherland, Norris and Soloway (2012) state that games have consistently yielded positive results with regard to student motivation, persistence, curiosity, attention and attitude toward learning and their study indicates that DGBL can have a positive impact on students learning in mathematics regardless of their ability level. Video games offer students freedom to fail without the risk of persecution; they are encouraged to keep trying to move to the next level. Using DGBL in the Mathematics classroom has the potential to attract the disenchanted students back to their mathematics learning and help improve their confidence in their ability to achieve (Sedig, 2008). The following is a discussion about why it is important for our 21^st Century workers to have a strong foundation in Mathematics and how and why DGBL can assist teachers to help those students who are reluctant learners in the Mathematics classroom. It also discusses the considerations that teachers need to make before introducing DGBL to their classrooms.

The Future of Mathematical Science

According to the Australian Academy of Sciences report on the Mathematical Sciences in Australia (A vision for 2025) mathematics sits squarely at the centre of modern life (AAS, 2016). It underpins our financial systems and all our information and communication technologies. The report outlines how mathematics forms the core of our attempts to predict the future of economic, social and environmental systems and also suggests that given new advances across a growing array of fields in science and technology, the importance of the mathematical sciences is expected to increase over the next decade (AAS, 2016). Add to this the Australian government’s current National Innovation and Science agenda to advance the STEM (Science, Technology, Engineering and Mathematics) field and it is clear that providing our students with a good grounding in Mathematics is more important than ever before.

Affordance: http://ictensw.org.au

However, learning mathematics presents various challenges for many children, they do not like learning mathematics and many students come to the high school Mathematics classroom disenchanted with their ability to learn maths (Sedig, 2008). Ku, Chen, Wu, Lao and Chan (2013) state that as students age they are becoming less confident in their ability to achieve in mathematics which needs to be addressed if students are to later undertake learning in mathematics. Ashcraft (2002) suggests that society now considers being good at maths as relatively unimportant, or even optional. Students switch off and decide that it is all too hard. Many of these students suffer from what is commonly called ‘Math anxiety’ which Ashcraft (2002) defines as a feeling of tension, apprehension, or fear that interferes with math performance. Ashcraft (2002) goes on to indicate that highly maths anxious individuals avoid maths. They take fewer elective maths courses, both in high school and at university, than people with low math anxiety. When they do take maths, they receive lower grades. These anxious students have negative attitudes toward maths, and hold negative self-perceptions about their ability to do maths. As a result this inability to perform becomes a self-perpetuating reality and there is a need to give additional support to students who experience low confidence toward mathematics (Ku, Chen, Wu, Lao & Chan, 2013).

Engagement through enjoyment

According to Marc Prensky (2001) there are twelve elements of video games that make games most engaging. These are; fun, play, rules, goals, interactive, adaptive, outcomes and feedback, win states, conflict/competition/challenge/opposition, problem solving, interaction and representation and story. One of the key goals of the NSW Mathematics Syllabus is ‘Working Mathematically’ which states ‘develop understanding and fluency in mathematics through inquiry, exploring and connecting mathematical concepts, choosing and applying problem-solving skills and mathematical techniques, communication and reasoning’. When these are compared side by side, it quickly becomes apparent that the elements of gaming and working mathematically are similar. It therefore stands to reason that DGBL has the potential to engage mathematics students while developing their working mathematical skills, particularly problem solving and reasoning. Any game used within the maths classroom, if expected to engage the learners, needs to be fun and create relaxation and motivation (Prensky, 2001), if it successfully does this, it can assist in overcoming maths anxiety.

In order for a game to be successful in an educational setting it must effectively engage players (Tan, Johnston-Wilder & Neill, 2008). The engagement of students in DGBL is dependent upon the students own goals when playing the game (Erhel & Jamet, 2013). Ke (2008) indicates the benefits of bringing computer games into the classroom are; they can create intense engagement in learners, encourage active learning or learning by doing, are effective tools for enhancing learning and understanding of complex subject matter and foster collaboration among learners. Vos, Van der Meijden and Denessen (2011) indicated that embedding game activities in a playful environment enhanced student motivation and students became more deeply involved in the activities, attempted more complex operations and learned more overall. Squire (2005) states that play is a powerful pervasive method of learning outside school, it is crucial to the development of new skills and developing social roles. He goes on to indicate that games allow us to bend or temporarily dismiss normal social rules and hence take on a different identity within the game (Squire, 2005). The added benefit of students creating their own characters and names within games can have an impact on student engagement, motivation, interest and learning outcomes (Shin, Sutherland, Norris & Soloway. 2010). Kebritchi, Hirumi and Bai (2010) indicate that the collaborative natures of games are more attractive to students and encourage students to learn and improve their maths. Ku, Chen, Wu, Lao and Chan (2013) suggests that embedding maths learning into digital games could help to improve students’ self-confidence, motivate them to learn and improve their overall performance.

Squire (2005) states that students who are failing in school, develop and demonstrate deeper understanding within a game-based curriculum, often not seen in traditional school settings. Utilising DGBL in the mathematics classroom has benefits and can allow students to navigate real world math problems in a simulated environment (Carr, 2012). DGBL could be used to help students to develop their problem solving skills and conceptual understanding of mathematics (Carr, 2012). Kebritchi, Hirumi and Bai (2010) state that digital games are thought to be effective tools for teaching complex and difficult concepts because they use action instead of explanation, require personal motivation to achieve, accommodate different learning styles and skills, they reinforce mastery skills and provide students with decision making opportunities. Traditionally games have been used in mathematics to support drill and practice work which situates itself well in the current curriculum (Ke, 2008). While these games are not always interesting or engaging to students, they do still enhance students’ positive attitudes toward learning maths (Ke, 2008).

Erhel & Jamet (2013) state that learners who use digital games in their classrooms displayed more positive attitudes toward learning methods especially those based on educational games/simulations. In the study conducted by Kebritchi, Hirumi and Bai (2010) students indicated that they thought the games were an effective way to learn because they combined learning and fun, offered maths in a different context that required exploration and challenged them to learn maths. Afari, Aldridge, Fraser and Khine (2013) indicated that students in their study improved their attitudes toward maths when DGBL was used in the classroom environment.

Games offer the freedom to fail

Many students with a negative attitude toward their maths have them because of past failure in maths. Sedig (2008) indicates that most students negative attitude toward maths learning comes from their memories of past failures and successes, not only by the student themselves but also by their peers, parents and teachers. He goes on to say that this is related to the traditional way in which maths is taught in schools (Sedig, 2008). Squire (2005) states that failure within a DGBL environment is unique because many games begin with failure as the premise to learn. An important aspect of learning in mathematics is learning from mistakes. Too often students are afraid to fail in the traditional classroom, seeing it as a bad thing, and therefore do not take risks. Games encourage this failure as a passage to learning new skills and progressing through the game. Due to this unique opportunity within DGBL both high-ability and low-ability students gain improvement in their confidence toward maths (Ku, Chen, Wu, Lao & Chan, 2013). Students learn through trial and error, learning from mistakes and overcome failure to achieve their goals (Vos, Van der Meijden & Denessen, 2010).

Sedig (2008) states that DGBL environments can assist students to learn mathematical concepts and positively contribute towards their motivation and enjoyment of learning mathematics. Squire (2005) indicates that games encourage skills for problem identification, hypothesis testing, interpretative analysis and strategic thinking. Ke (2008) indicates that part of this motivation comes from making sure that the level of the game is aligned with the student’s level of competency so that it is challenging but not too challenging and that the game discourages wild guesses. Games should encourage reflection to diagnose errors and allow students to adapt their performance to progress (Ke, 2008).

Kebritchi, Hirumi and Bai (2010) stated that participants in their research achieved significant improvements in skills and understanding as a result of playing the mathematics games. They went on to state that games were an effective learning tool because of the experiential nature, differentiation, different learning styles, diminished phobias and increased time on task. Shin, Sutherland, Norris and Soloway. (2012) indicate that the features of games assist students to move beyond their normal classroom experience and learn through the use of clear goals or rules, having control of the game, challenging tasks and immediate feedback and repetition.

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Situating Games in the classroom

Before educators bring DGBL into their classroom they must first consider pedagogy, game design and student needs. Erhel & Jamet (2013) indicate that presentation of information and the tasks performed in DGBL has a major impact on the quality of learners’ information processing. Shin, Sutherland, Norris and Soloway (2012) indicated that DGBL can be an effective learning tool but this depends on students’ prior knowledge, experience, learning progress, learning styles, preferences and needs. As Arroyo, Ferguson, Johns, Dragon, Meheranian, Fisher, Barto, Mahadevan and Woolf (2007) state the development of pedagogical approaches to respond to students who have disengaged is challenging. Ke (2008) suggests that it is important for educators to be aware that playing games does not appeal to every student and that some students find it distracting to their learning and therefore do not achieve the learning goals.

As Squire (2005) states it is important when using DGBL that educators have the pedagogical theories firmly in place while continually investigating the assumptions about the social organising of schooling. Squire (2005) goes on to state that educators also need to be careful not to rob the games of the qualities that are deemed most engaging. Ke (2008) indicates that it is important for learning games to have good game design and the underlying principles of situating learning activities within the game story and characters, be challenging and scaffold reflections and that the DGBL activities be enhanced and supported by off-computer classroom activities that support and enhance the learning process. Afari, Aldridge, Fraser and Khine (2013) discuss the importance of educators using more creative pedagogical practices to improve the classroom environment and students attitude toward learning mathematics.  They also state that the key to the success of the research was the teacher’s willingness to let go of the control and incorporate games and different pedagogies in their lessons (Afari, Aldridge, Fraser & Khine 2013).

A focus on how games can be designed for a learning purpose and aligned with sound instructional strategies needs to be considered and the educator should play an active role in facilitating DGBL (Ke 2008). Sedig (2008) discusses the ideas that games need to be designed to take students from little or no knowledge of mathematical concepts to higher degrees of knowledge. Shin, Sutherland, Norris and Soloway (2012) suggests that educators need to consider availability of higher order thinking within the game by using learning theories to assist.

There is still a need to ensure that the emphasis is placed on the playful components of a digital learning game, otherwise learners may fail to put the effort required into learning (Ehrel & Jamet, 2013). Sedig (2008) states that there is still much to be learned about how to make representations interactive and thought processes conducive to meaningful learning. He goes on to say that most mathematics games assume students are already familiar with the educational content and therefore do no engage students in deep, thoughtful learning that builds up skills and knowledge through the game environment (Sedig, 2008). This means that students are enjoying the learning process and being motivated to continue to learn throughout the game. Good game design is balanced, creative, focused, has character, has tension and has energy, should be easy to learn, have clear vision, strong structure, rewards and penalties (Prensky, 2001). It is therefore important that before implementing and DGBL in the classroom, thought must be put into the game design and the intended learning outcomes if it is to be successful.

Conclusion

In conclusion, as Kebritchi, Hirumi and Bai (2010) indicated DGBL may have a positive effect on student’s motivation to learn and a positive effect on their maths class in general. They go on to state that games improved the student’s motivation toward maths (Kebritchi, Hirumi & Bai 2010). Squire (2005) suggests that it is about changing the culture of schools so that the key ideas are around learning and not as they currently are around social control and DGBL should be considered as a model of the next generation learning environment. Vos,  Van der Meijden and Denessen (2011) indicate that games comprise elements for the learning environment in which students are stimulated to use deep learning strategies and show more intrinsic motivation. These are important elements of the mathematics classroom and should be fostered for the future.

It is clear that the future of Mathematics education is important to the future of the Australian economy and the move toward a STEM focus which is currently being undertaken. If we want more of our students to enjoy mathematics and hence choose to continue to learn mathematics, then we need to find new and innovative ways in which to engage them within the classroom and Digital Game Based Learning has many elements that could assist educators to re-engage those disenchanted students. However, it is important that considerations be made to pedagogy, game design and student need before implementing any DGBL into classrooms.

Affordance: Conquering math anxiety – The Power of Yay Math: Robert Ahdoot at TEDxAJU

References:

Afari, E., Aldridge, J. M., Fraser, B. J., & Khine, M. S. (2013). Students’ perceptions of the learning environment and attitudes in game-based mathematics classrooms. Learning Environments Research, 16(1), 131-150.

Arroyo, I., Ferguson, K., Johns, J., Dragon, T., Meheranian, H., Fisher, D., Barto, A., Mahadevan, S. and Woolf, B.P. (2007). Repairing disengagement with non-invasive interventions. AIED Vol. 2007, 195-202.

Ashcraft, M. H. (2002). Math anxiety: Personal, educational, and cognitive consequences. Current directions in psychological science,11(5), 181-185.

Australian Academy of Science. (2016). The mathematical sciences in Australia: A vision for 2025, Australian Academy of Science, Canberra, 2016 Retrieved from: www.science.org.au/mathematics-plan-2016-25

Carr, J.M. (2012). Does math achievement h’APP’en when iPads and Game-Based learning are incorporated into fifth-grade mathematics instruction? Journal of Information Technology Education: Research, Vol. 11, 2012.

Erhel, S. & Jamet, E. (2013). Digital game-based learning: Impact of instructions and feedback on motivation and learning effectiveness.Computers & Education, 67 (2013), 156-167. Elsevier Ltd.

Ke, F. (2008). A case study of computer gaming for math: Engaged learning from gameplay? Computers & Education, 51 (2008), 1609 – 1620. Elsevier Ltd.

Kebritchi, M., Hirumi, A., & Bai, H. (2010). The effects of modern mathematics computer games on mathematics achievement and class motivation. Computers & education, 55(2), 427-443.

Ku, O. Y., Chen, S. Y., Wu, D. H., Lao, A. C., & Chan, T. W. (2014). The Effects of Game-Based Learning on Mathematical Confidence and Performance: High Ability vs. Low Ability. Educational Technology & Society, 17(3), 65-78.

Prensky, M. (2001). Fun, play and games: What makes games engaging. Digital game-based learning, Chp 5, 1-31. McGraw-Hill.

Sedig, K. (2008). From play to thoughtful learning: A design strategy to engage children with mathematical representations. Journal of Computers in Mathematics and Science Teaching, 27 (1), 65-101.

Shin, N., Sutherland, L. M., Norris, C. A., & Soloway, E. (2012). Effects of game technology on elementary student learning in mathematics.British journal of educational technology, 43(4), 540-560.

Squire, K. (2005). Changing the Game: What happens when video games enter the classroom? Innovate: Journal of Online Education, 1 (6),

Tan, W.H., Johnston-Wilder, S., & Neill, S. (2008). Examining the potential of game-based learning through the eyes of maths trainee teachers. Proceedings of the British Society for Research into Learning Mathematics, 28(3) November 2008.

Vos, N., van der Meijden, H. & Denessen, E. (2011). Effects of constructing versus playing an educational game on student motivation and deep learning strategy us. Computers & Education, 56 (2011), 127-137. Elsevier Ltd.

Master of Education (Knowledge Networks and Digital Innovation) developed by the
School of Information Studies, Charles Sturt University, 2016.