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Effects of Collaborative Digital Gameplay on Students' Three Dimensions of Engagement in Mathematics

Effects of Collaborative Digital Gameplay on Students' Three Dimensions of Engagement in Mathematics

Liping Sun, Heli Ruokamo, Marjaana Kangas, Pirkko Siklander
Copyright: © 2022 |Volume: 12 |Issue: 1 |Pages: 16
ISSN: 2155-6849|EISSN: 2155-6857|EISBN13: 9781683182245|DOI: 10.4018/IJGBL.294012
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MLA

Sun, Liping, et al. "Effects of Collaborative Digital Gameplay on Students' Three Dimensions of Engagement in Mathematics." IJGBL vol.12, no.1 2022: pp.1-16. http://doi.org/10.4018/IJGBL.294012

APA

Sun, L., Ruokamo, H., Kangas, M., & Siklander, P. (2022). Effects of Collaborative Digital Gameplay on Students' Three Dimensions of Engagement in Mathematics. International Journal of Game-Based Learning (IJGBL), 12(1), 1-16. http://doi.org/10.4018/IJGBL.294012

Chicago

Sun, Liping, et al. "Effects of Collaborative Digital Gameplay on Students' Three Dimensions of Engagement in Mathematics," International Journal of Game-Based Learning (IJGBL) 12, no.1: 1-16. http://doi.org/10.4018/IJGBL.294012

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Abstract

This study attempts to provide an in-depth understanding of the influence of collaborative digital gameplay on students’ behavioural, emotional and cognitive engagement in mathematics. This mixed-method study used pre- (N = 45) and post-test (N = 43) engagement surveys and photo-elicitation interviews (N = 6) to investigate how a six-day experiment involving collaborative digital gameplay on Wuzzit Trouble affects students’ engagement in mathematics. The quantitative results showed collaborative digital gameplay did not elicit a significant increase in students’ engagement in mathematics from pre-test to post-test. Moreover, the qualitative results of analyzing the measurement of three-dimensional engagement showed four factors – learning achievement, teacher support, peer collaboration and task characteristics – were associated with students’ engagement in a collaborative digital gameplay classroom. The findings suggest the classroom context plays an important role in three-dimensional engagement, which efficiently improve students’ conceptual understanding and arithmetic skills.

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