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A Teachable Agent Based Game Affording Collaboration and Competition  – Evaluating Math Comprehension and Motivation
University West, Trollhättan, Sweden.
Lund University. (Educational Technology Group)
Lund University Cognitive Science.
Lund University Cognitive Science. (Educational Technology Group)
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2012 (English)In: Educational technology research and development, ISSN 1042-1629, E-ISSN 1556-6501, Vol. 60, no 5, 723-751 p.Article in journal (Refereed) Published
Abstract [en]

This paper presents an educational game in mathematics based on an apprenticeship model using a teachable agent, as well as an evaluative study of how the game affects (i) conceptual understanding and (ii) attitudes towards mathematics. In addition we discuss how collaborative and competitive affordances of the game may affect understanding and motivation. 19 students played the game in pairs once a week during a math lesson for seven weeks (the game-playing group) while another 19 students followed the regular curriculum (the control group). Math comprehension scores increased significantly for the game-playing group but not the control group (p < .05). However, there was no significant difference in attitude change between the two groups.

Post hoc analyses indicated that game-playing primarily affected students’ confidence in explaining math to a peer, but not their enjoyment of doing so. Collaborative and competitive activities seem to carry a strong motivational influence for students to play the game.

Place, publisher, year, edition, pages
Springer, 2012. Vol. 60, no 5, 723-751 p.
Keyword [en]
Conceptual understanding, Educational games, Motivation, Teachable agents, Collaboration, Competition
National Category
Educational Sciences
URN: urn:nbn:se:liu:diva-80292DOI: 10.1007/s11423-012-9246-5OAI: diva2:546445
Kunskap och Kompetens, Digitala DialogerSeeing and Talking Math in Games
Available from: 2012-08-23 Created: 2012-08-23 Last updated: 2015-09-03Bibliographically approved

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Gulz, Agneta
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