The impact of virtual mathematics games on student achievement and engagement in the mathematics classroom
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Authors
Peterson, Amanda
Issue Date
2024-06-13
Item Type
Thesis
Language
en_US
Keyword
Alternative Title
Abstract
The purpose of this study was to investigate the impact of playing a virtual mathematics game on students’ mathematics achievement scores and student engagement regarding gender (male, female) and program type (game-based learning (GBL) enhanced mathematics program, traditional mathematics program). The current study took place at two urban middle schools within the same district. The researcher used a sample of convenience comprised of 431 seventh and eighth grade mathematics students taught by seven mathematics teachers. This quantitative study was quasi-experimental, with a treatment and a comparison group using intact classrooms of students. Student data were collected using five tools: a standardized mathematics assessment, student mathematics grades, student engagement in mathematics, demographic information, and data from the virtual game program. There was no statistically significant impact on student achievement scores. There was a significant interaction between engagement and gender with females who played the virtual mathematics game having significantly higher scores for the emotional subscale of engagement than males or females who did not play the game.
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Citation
Publisher
Western Connecticut State University