Video Games, Mathematical Problem Solving, and Cross-
Platform LearningShalom Fisch
MediaKidz Research & Consulting
Richard Lesh, Elizabeth MotokiIndiana University
Sandra Crespo, & Vincent MelfiMichigan State University
Preaching to the converted:“Children and adults learn from playing
educational games.”
Present research extends the literature in two ways:
• Games reveal evolution of mathematical problem solving
• Beyond games alone: Cross-platform learning
Cyberchase: TV, Web, Hands-On
Sample and Design
• 672 children, transitioning from third to fourth grade, in nine schools in Michigan and Indiana
• Two phases:Naturalistic phase: track naturalistic use of
Cyberchase mediaExperimental phase: assess impact on problem
solving; single vs. multiple media
Experimental Phase
Five treatment groups:• DVD Only (3 episodes/week over 8 weeks)• Web only (1 game/week over 8 weeks)• DVD + Web (all of the above)• All Materials (all of the above plus 1 hands-
on/week)• Control (viewed Liberty’s Kids instead)
Three Cyberchase online games
Decimals
Quantity/volume
Proportional reasoning
Sophistication of Strategies
• Range of sophisticationMatching strategyAdditive strategyAdvanced strategy
• Cycles of problem solving96% advanced or
additive, but nearly all begin with matching
Detectable via both observations and data mining
Case Study
• Player begins with matching strategy:
Row # Event Piece RoundSuccessful placement?
Elapsed time
1 piecepress track4 1 n/a 7.161
2 piecedrop track4 1 wrong 7.272
3 piecepress track4 1 n/a 8.172
4 piecedrop track4 1 success 10.2
Case Study
• Continues matching strategy, then switches to additive:
Row # Event Piece RoundSuccessful placement?
Elapsed time
5 piecepress Track8 2 n/a 22.09
6 piecedrop Track8 2 success 24.101
7 piecepress track7 2 n/a 25.329
8 piecedrop track7 2 success 26.942
9 piecepress track1 2 n/a 28.503
10 piecedrop track1 2 wrong 28.711
11 piecepress track1 2 n/a 29.099
12 piecedrop track1 2 success 30.91
Case Study• Continues additive strategy, then clears and switches to
advanced:
Row # Event Piece RoundSuccessful placement?
Elapsed time
13 piecedrop track5 5 success 280.019
14 piecepress track4 5 n/a 282.065
15 piecedrop track4 5 success 283.587
16 clear n/a 5 n/a 285.864
17 piecepress track6 5 n/a 289.234
18 piecedrop track6 5 success 290.996
19 piecepress track5 5 n/a 291.982
20 piecedrop track5 5 success 293.233
Sophistication of Strategies
Shifts in strategy detectable in online tracking data via: Clusters of errors Using “clear” button Not having necessary pieces available
Cross-Platform Learning
• How does learning from multiple media platforms compare to learning from a single medium?
Problem SolvingPretest-posttest effects:• Cyberchase users improved more than control
group• Effects often strongest and most consistent for DVD
+ Web group
Cross-Platform LearningPerformance in Web games
Sophistication of Strategy
Number Correct
0
0.5
1
1.5
2
2.5
3
3.5
4
4.5
Railroad Repair Sleuths on the L oose Pour T o Score
Web Only
A ll Materials
0
5
10
15
20
25
30
35
Railroad Repair Sleuths on the L oose Pour T o Score
Web Only
A ll Materials
Motivation
• In two of three Cyberchase Web games, All Materials group was significantly more likely than Web Only to continue playing beyond the end of the game.
ConclusionsGames and problem solving:• Naturalistic, out-of-school context for mathematical reasoning• Data mining captures rich processes of reasoning
Cross-platform learning:• Stronger pre-post effects• Transfer of learning across media platforms
Richer engagement Facilitate transfer? Surface structure similarity
• Enhanced motivation Fits Hidi and Renninger’s (2006) four-stage model of interest
development
Potential for convergent media…?
Top Related