Enhancing Mathematical Understanding Through Serious Games: A Study on Fractions and Probability
Authors
Jensen, Nickolai Frederik Schouborg ; Bredegaard, Ida Marie ; Bordum, Maya Searle
Term
4. term
Education
Publication year
2025
Pages
167
Abstract
Mange elever kæmper med matematik, ofte på grund af tidlige misforståelser og abstrakt undervisning. Dette speciale designer og evaluerer en prototype på et serious game (et spil udviklet til læring frem for underholdning) for at styrke elevers forståelse og fastholdelse af brøker og sandsynlighed. For at fastlægge indholdet blev der indsamlet indsigter fra undervisere på flere uddannelsesniveauer for at identificere centrale problemområder i matematik. Disse indsigter, sammen med en gennemgang af kognitive læringsteorier, principper for multimedielæring og metoder til design af læringsspil, formede spillets indhold og struktur. Prototypen blev udviklet efter brugercentrerede designprincipper med fokus på de lærendes behov. Evalueringen brugte et skræddersyet spørgeskema, som blev kontrolleret med Rasch-modellering, en statistisk metode der placerer opgavernes sværhedsgrad og deltagernes evner på samme skala. Den afsluttende test bestod af tre sessioner—kontrol, én gang og flere gange—med én deltager i hver opsætning. De kvantitative resultater blev analyseret med Rasch-modellering og ikke-parametriske statistiske test for at vurdere forståelse og fastholdelse (hukommelse over tid). Kvalitativ feedback blev indsamlet via semistrukturerede interviews og tematisk analyseret for at indfange deltagernes oplevelser og opfattelser. Resultaterne viser, at præstationerne ikke forbedrede sig stabilt mellem forsøg. Deltagerne udtrykte dog villighed til frivilligt at bruge spillet, hvilket peger på potentiale som støtte i matematikundervisningen. Selvom den nuværende version endnu ikke giver en entydig forbedring af matematikfærdigheder, peger fundene på, at spillet med videre udvikling kan blive et effektivt supplerende læringsværktøj.
Many students struggle with mathematics, often because early misunderstandings and abstract teaching make new topics hard to grasp. This thesis designs and evaluates a prototype of a serious game (a game built for learning rather than entertainment) to help students understand and retain fractions and probability. To decide what to include, the author gathered insights from educators across multiple educational levels to identify common problem areas in mathematics. These inputs, together with a review of cognitive learning theories, multimedia learning principles, and serious game design methods, shaped the game’s content and structure. The prototype was created using user-centered design principles, focusing on learners’ needs. The evaluation used a custom questionnaire that was checked with Rasch modeling, a statistical approach that places question difficulty and participant ability on the same scale. The final test comprised three sessions—control, one-time play, and repeated play—with one participant in each setup. Quantitative results were analyzed with Rasch modeling and non-parametric statistical tests to assess understanding and retention (memory over time). Qualitative feedback was collected through semi-structured interviews and thematically analyzed to capture participants’ experiences and perceptions. Findings show that performance did not improve steadily across attempts. However, participants said they would use the game voluntarily, suggesting potential as a supportive tool in mathematics learning environments. While the current version does not yet demonstrate a clear improvement in mathematical skills, the results indicate that with further development the game could become an effective supplementary learning tool.
[This summary has been rewritten with the help of AI based on the project's original abstract]
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