Geometry Classrooms With Simulation/Games. Research Results and Future Developments

Angela Piu, Cesare Fregola and Barbara Barbieri

Simulation & Gaming, 2016, vol. 47, issue 6, 796-817

Abstract: Background. As revealed by national surveys and comparisons with other countries, Italian students may have difficulties in learning mathematical content, and geometry in particular. Aim. This research aimed at ascertaining if, with respect to traditional methods, the structural characteristics of simulation games designed on the basis of specific theoretical and methodological choices can: (a) facilitate comprehension and improve the retention of geometric concepts ; (b) increase pupils’ motivation to learn geometry; (c) affect perceived social and scholastic self-efficacy . Method. This mixed method research included an experimental and a control group and a qualitative analysis of an open-ended examination. Results. Our research with Y4 primary pupils (n=104) indicates that students who learned geometrical concepts via the simulation game had a higher level of both content retention and level of abstraction compared with those in the control group. Conclusions. The results of this study highlight the didactic effectiveness of simulation games with reference to the cognitive aspects of the learning process and indicate the need to develop design models for geometry-based simulations.

Keywords: content retention; design of simulation games; geometry; processes for the teaching/learning of geometry; research/experimentation at primary school level; retention; self-efficacy; simulation games; transcoding pattern (search for similar items in EconPapers)
Date: 2016
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Persistent link: https://EconPapers.repec.org/RePEc:sae:simgam:v:47:y:2016:i:6:p:796-817

DOI: 10.1177/1046878116665464

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