Assessing the effectiveness of a 3-D instructional game on improving mathematics achievement and motivation of middle school students

Authors


  • Haiyan Bai, PhD, is an assistant professor of Quantitative Research Methodology in the College of Education at the University of Central Florida. Her research interests include issues that revolve around statistical methods, specifically, resampling methods, propensity score analysis, research design, measurement and the applications of statistical methods in educational research and behavioral sciences. Wei Pan, PhD, is an associate professor of Quantitative Research Methodology in the College of Education, Criminal Justice, and Human Services at the University of Cincinnati. His current research interests are causal inference, propensity score analysis, resampling, multilevel modeling, structural equation modeling, meta-analysis and their applications in the social and behavioral sciences. Astusi Hirumi, PhD, is an associate professor of Instructional Technology at the University of Central Florida. His work focuses on developing systems to train and empower K–12, university and corporate educators on the design, development and delivery of interactive distance education programs. His research concentrates on the design and sequencing of e-learning interactions. Mansureh Kebritchi, PhD, is a faculty member of Instructional Technology in Richard W. Riley College of Education and Leadership at Walden University. She is interested in studying the innovative ways of improving teaching and learning in electronic environments and distance online settings.

Dr. Haiyan Bai, Department of Educational and Human Sciences, University of Central Florida, 4000 Central Florida Boulevard, Orlando, FL 32828, USA. Email: haiyan.bai@ucf.edu

Abstract

Abstract

This research study assessed the effectiveness of a three-dimensional mathematics game, DimensionM, through a pretest–posttest control group quasi-experimental design. Participants consisted of 437 eighth graders. The classrooms were randomly assigned either to the treatment group that utilized DimensionM as a supplement to regular classroom instructions or to the control group that received regular class instructions without any computer activities. The results of the analysis on the pretest–posttest data revealed that the DimensionM game increased mathematical knowledge acquisition in algebra and maintained student motivation to learn. The findings suggest that the implementation of DimensionM in mathematics education can greatly benefit middle school students learning algebra.

Practitioner Notes

What is already known about this topic

  • • Evaluations on the effectiveness of instructional games are known in the community of both practitioners and experienced researchers in educational research.

What this paper adds

  • • This paper specifically added to the literature by evaluating the effectiveness of the novel instructional game, the DimensionM game, on increasing middle school student mathematical knowledge acquisition in algebra and maintaining student motivation to learn.

Implications for practice and/or policy

  • • The study results suggested that the implementation of DimensionM in mathematics education can benefit middle school students' learning of algebra and can be helpful to maintain their motivation in learning.

Ancillary