Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.647541
Title: Level up! : a design-based investigation of a prototype digital game for children who are low-attaining in mathematics
Author: Holmes, Wayne
Awarding Body: University of Oxford
Current Institution: University of Oxford
Date of Award: 2013
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Abstract:
In the UK, as many as 20% of children in primary schools are more than two years behind their peers in mathematics. Research-based intervention for such disadvantaged children has been shown to be effective but not always sufficient, such that alternative approaches might sometimes be necessary. One alternative might involve digital games. This study used a design-based research approach to investigate a prototype digital game, that implements principles of an effective numeracy intervention and draws on insights from learning theory and the cognitive sciences, designed for children in primary schools who are low-attaining in mathematics. It comprised three cycles of design, intervention, analysis and reflection. The first research cycle involved the initial design of a prototype digital game, which was researched in one school. The second research cycle involved a second iteration of the game, designed in response to the feedback of teachers and children, which was researched in three schools. The third research cycle involved the design of a final iteration of the game, which to achieve theoretical saturation was researched online with twenty-four schools. The study has shown that a game that implements principles of an effective numeracy intervention and that draws on insights from learning theory and the cognitive sciences can be designed and can be useful in schools for children who are low attaining in mathematics. However, for it to be taken up by schools, the game has to be perceived by teachers to have achieved a quality threshold. In any case, such a game is of limited use in and of itself. Where the prototype game has been shown to be most useful is when it serves as a fulcrum for social interaction and educationally productive discussion between the children and teaching staff: when it becomes an artefact that both supports individual learning and stimulates, scaffolds and mediates dialogue-based collaborative learning.
Supervisor: Eynon, Rebecca Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.647541  DOI: Not available
Keywords: Social Sciences ; Education ; e-Learning ; design-based research ; mathematics intervention ; games-based learning
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