Evaluation of the Pedagogical Quality of Mobile Math Games in App Marketplaces

Samuli Laato, Renny S. N. Lindberg, T. Laine, Phuong Bui, Boglárka Brezovszky, Lauri Koivunen, Olga De Troyer, E. Lehtinen
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引用次数: 6

Abstract

The number of available educational games has enormously grown and it is difficult for users to identify which games are pedagogically effective among the multitude of options in app marketplaces. Recent studies on math games have highlighted the importance of (1) linking learning attributes and gameplay and (2) game design that supports students' deliberate practise. Using these as a measure for pedagogical quality, we investigated 109 math games found on Google Play Store (n=61) and iOS App Store (n=48). Furthermore, monetization solutions, data use permissions, target age group and type of mathematical content were retrieved from the apps. The analysis showed that only 11,0% of the games integrated learning attributes with gameplay and 12,0% of the games contained tasks which support learners' deliberate practice. The most commonly featured math subject was arithmetic and the games were targeted mostly to early childhood (6–12 years). Finally, games following curricula content and recommended design principles were difficult to locate using the search tools of the app marketplaces.
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应用市场中手机数学游戏的教学质量评价
教育类游戏的数量急剧增长,用户很难在应用市场的众多选择中确定哪些游戏具有教育效果。最近关于数学游戏的研究强调了以下两点的重要性:(1)将学习属性与游戏玩法联系起来;(2)支持学生刻意练习的游戏设计。以此作为教学质量的衡量标准,我们调查了Google Play Store (n=61)和iOS App Store (n=48)上的109款数学游戏。此外,我们还从应用程序中检索到货币化解决方案、数据使用权限、目标年龄组和数学内容类型。分析表明,只有11.0%的游戏将学习属性与游戏玩法结合在一起,12.0%的游戏包含支持学习者刻意练习的任务。最常见的数学科目是算术,游戏主要针对幼儿(6-12岁)。最后,遵循课程内容和推荐设计原则的游戏很难通过应用市场的搜索工具找到。
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