Children are born with an intrinsic motivation to play games. Over the past decade, educational video games have invaded mainstream classroom instruction and researchers are â€œconsidering how games might be used in pursuit of engaging, effective learning experiencesâ€� (Squire and Jenkins, 2003). This research encompasses designing math games using a constructivist and embodied cognition pedagogy in an effort to answer the question: â€œWill overlapping wearable technology and mathematical objectives with traditional childrenâ€™s games show improved efficacy in studentsâ€™ math skills and increase studentsâ€™ motivation to learn math in 4th thru 6th grade students?â€� Methods of research include a usability study and four subsequent iterative studies to improve the game and the technology, measuring studentsâ€™ math self-efficacy and motivation to learn math. The final goal of this thesis is to design, test and document an engaging childrenâ€™s math learning game using wearable technology that requires active physical experiences while involved in deep thinking and complex problem solving (Gee, 2003) within real world environments, beyond classrooms, pencil and paper, and even beyond traditional computer games in front of a computer screen.
Worcester Polytechnic Institute
Interactive Media and Game Development
All authors have granted to WPI a nonexclusive royalty-free license to distribute copies of the work. Copyright is held by the author or authors, with all rights reserved, unless otherwise noted. If you have any questions, please contact email@example.com.
Rountree, Wendy Leigh, "Redesigning Traditional Childrenâ€™s Games to Teach Number Sense and Reinforce Measurement Estimation Skills Using Wearable Technology" (2015). Masters Theses (All Theses, All Years). 506.
measurement estimation, wearable technology, educational games, educational game design, embodied learning