VTechWorks staff will be away for the winter holidays starting Tuesday, December 24, 2024, through Wednesday, January 1, 2025, and will not be replying to requests during this time. Thank you for your patience, and happy holidays!
 

Learner Perceptions and Cognitive Outcomes of Digital Game-Based Learning in Mathematics

Simple item page
dc.contributor.authorMosley, Valdez Lamonten
dc.contributor.committeechairWells, John G.en
dc.contributor.committeememberErnst, Jeremy V.en
dc.contributor.committeememberWilliams, Thomas O.en
dc.contributor.committeememberPotter, Kenneth R.en
dc.contributor.departmentEducation, Vocational-Technicalen
dc.date.accessioned2021-06-05T08:03:06Zen
dc.date.available2021-06-05T08:03:06Zen
dc.date.issued2021-05-27en
dc.description.abstractDespite the recent popularity of digital game-based learning (DGBL), far too little evidence exists concerning its benefits in mathematics. The purpose of this research study was to: (a) determine whether or not DGBL is a viable tool in helping students to improve achievement in middle school mathematics and (b) gauge their perceptions regarding the use of DGBL. This study consisted of a convenience sample of sixth-grade students enrolled at a large suburban middle school in a school division in the Commonwealth of Virginia. This study followed a sequential explanatory mixed-methods approach using a one-group, pretest-posttest research design to collect data from participants before and after DGBL intervention to determine if a relationship existed with improved scores on the Ratios and Proportional Relationships Test. Ratios and Proportional Relationships Test scores were collected from the fall 2020 pre and post-test administrations. Students' Perceptions of Digital Game-Based Learning Survey (SPoDGBLS) responses were also collected from participants before (pre) and after (post) the intervention to determine the changes in student perceptions of DGBL. Small group, semi-structured, open-ended interviews were conducted to collect in-depth information regarding student perceptions of a digital game-based approach for learning mathematics. Results of the study found that on average student participants scored higher on the posttest than the pretest, albeit not significantly higher than the posttest cut score. Results also showed that student perceptions of the usefulness of DGBL improved over the course of the 5-week study. The study recommends that school and division leaders consider incorporating DGBL into mathematics instruction.en
dc.description.abstractgeneralThe purpose of this research study was to: (a) determine whether or not digital game-based learning (DGBL) is a viable tool in helping students to improve achievement in middle school mathematics and (b) gauge their perceptions regarding the use of DGBL. A sequential explanatory mixed-method, one-group, pretest-posttest design was followed to compare 21 sixth-grade participants' Ratios and Proportional Relationships Test scores and Students' Perceptions of Digital Game-Based Learning Survey responses before and after a DGBL intervention. Small group interviews were conducted to collect in-depth information regarding participant perceptions of DGBL in mathematics. Results of the study found that participants scored higher on the posttest than the pretest and their perceptions of the usefulness of DGBL improved over the course of the 5-week study. The study concluded that DGBL is a viable tool that can be successfully integrated into regular math instruction and have a positive impact on middle school students' ability to learn and/or retain new math information.en
dc.description.degreeDoctor of Philosophyen
dc.format.mediumETDen
dc.identifier.othervt_gsexam:31653en
dc.identifier.urihttp://hdl.handle.net/10919/103635en
dc.publisherVirginia Techen
dc.rightsIn Copyrighten
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/en
dc.subjectDigital Game-Based Learningen
dc.subjectPerceptionsen
dc.subjectMathematicsen
dc.subjectMixed methodsen
dc.titleLearner Perceptions and Cognitive Outcomes of Digital Game-Based Learning in Mathematicsen
dc.typeDissertationen
thesis.degree.disciplineCurriculum and Instructionen
thesis.degree.grantorVirginia Polytechnic Institute and State Universityen
thesis.degree.leveldoctoralen
thesis.degree.nameDoctor of Philosophyen

Files

Original bundle
Now showing 1 - 1 of 1
Thumbnail Image
Name:
Mosley_VL_D_2021.pdf
Size:
11.49 MB
Format:
Adobe Portable Document Format
Download

Collections

Doctoral Dissertations