Transmediating the Mathematical Subject of Algebra
Translated title
Transmidiering af det matematiske emne algebra
Author
Borgholm, Thais Thomas
Term
4. term
Education
Publication year
2015
Submitted on
2015-12-21
Pages
78
Abstract
Dette projekt udviklede en tidlig prototype på et spilbaseret system, der underviser i algebra gennem en emergent fortælling—en historie, der opstår ud fra spillerens handlinger—for at skabe lyst til at fortsætte. For at designe prototypen blev der undersøgt både algebra og begreber fra interaktiv fortælling og virtuelle miljøer, herunder transmediering (at oversætte idéer på tværs af medier) og emergent fortælling. Der blev også arbejdet med narrative greb som Author–Audience Distance (balancen mellem skaberens kontrol og spillerens handlefrihed), det abstrakt–didaktiske kontinuum (fra udforskning til direkte instruktion), samt forståelighed og afrunding, og systemets overordnede mål blev afklaret. Efter implementeringen blev prototypen testet for, om den skabte fortsættelseslyst (motivation til at spille videre) og mulig forbedring af deltagernes algebraiske færdigheder. Resultaterne tyder både på forbedringer i algebra og på, at mange deltagere nød at spille, havde lyst til at fortsætte og ønskede at spille igen. Testen viser dog også, at prototypen kræver yderligere arbejde for at fastholde brugerne over tid, med behov for både tekniske og brugervenlighedsmæssige forbedringer.
This project developed an early prototype of a game-based system that teaches algebra through an emergent narrative—stories that arise from player actions—to encourage continued engagement. To design the prototype, the team reviewed algebra and concepts from interactive storytelling and virtual environments, including transmediation (adapting ideas across media) and emergent narrative. They also drew on narrative design ideas such as Author–Audience Distance (the balance between creator control and player agency), the abstract–didascalic continuum (from exploration to direct instruction), and intelligibility and closure, and clarified the system’s overall goal. After implementation, the prototype was tested to see whether it created “continuation desire” (motivation to keep playing) and whether participants’ algebra skills improved. The results suggest both improvement in algebra skills and that many participants enjoyed the experience, wanted to keep playing, and wanted to play again. However, the tests also indicate the prototype needs further work to sustain engagement over time, with opportunities for technical and usability improvements.
[This abstract was generated with the help of AI]
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