Analyzing the Effects of a Culturally Relevant Augmented Reality Math Board Game on Lakota Students’ Arithmetic Performances: A Case Study
Tuesday, November 5 4:15 PM-5:30 PM Location: Galerie 1-3
Presider: Rebecca Callaway, Arkansas Tech University, United States
This study aims to explore the affordances of augmented reality and game-based learning in training students’ arithmetic fluency and adaptive number knowledge. Math is a highly challenging subject due to its abstract nature, a lot of efforts have been devoted to look for better approaches to math education (U.S. G.P.O., 2005). Game-based learning is promoted as an effective alternative to traditional classroom math teaching (Devlin, 2011). Educational games can better engage and motivate students through situated contexts, storytelling, animation, and reward systems; they can provide cognitive apprenticeship through immediate feedback and scaffolds (Gee, 2004; Whitton, 2014). Despite the popularity of game-based learning, the implementation of augmented reality in math educational games has seldom been explored in game-based learning literature. In this study, A culturally relevant augmented reality math board math game, the Nomads, is designed and developed through Unity game engine. The game combines the benefits of both digital games and table top games, making the learning experience engaging, immersive, embodied, and social at the same time. A case study will be conducted to investigate the effects of the game on students' arithmetic fluency and adaptive number knowledge. Furthermore, the rich qualitative data from video recordings and interviews will be analyzed to better understand the affordances of the augmented reality features and game features.