RUNNING HEAD: Integrating Digital Learning Games into Middle School Math Classes 1

Integrating Digital Learning Games into Middle School Math Classes:

Impact on Student Engagement

Christa Mathis and Catherine Sams

West Georgia University

Integrating Digital Learning Games into Middle School Math Classes 2

Develop a professional position

Digital game-based learning (DGBL) is an instructional method that incorporates

educational content or learning principles into video games with the goal of engaging learners.

Applications of digital game-based learning draw upon the constructivist theory of education

(Coffey, 2010). After reviewing five scholarly research articles, we concluded that integrating

digital game-based learning in the classroom creates a positive and engaging learning

environment. Digital game-based learning supports the need for engaging activities throughout

lessons, as well as a progression of questions that increase in the depth of knowledge

(DOK). Games should support the content lesson, not replace it. By incorporating digital game-

based learning into the lesson, the students will find that learning can be supported by fun and

engaged gaming. We were able to see through our research that students who use digital games

in the classroom are more eager to learn and look forward to learning with the support of digital

game-based learning. A Chinese proverb says: Tell me, and I'll forget. Show me, and I may

remember. Involve me, and I'll understand. Game-based learning is an effective tool when the

chosen game provides the student with goals, immediate feedback, and is authentic to the

learner. Games that are appropriately chosen for the needs of the student can help to bridge

learning gaps. Jessica Trybus (2014) said With game-based learning tools to bridge that gap

comes the promise of vastly more productive and engaged students and workersones who

embrace learning rather than view it as a disruptive burden.

Reasoning on why you selected this topic

Public school systems are integrating technology into classrooms and transitioning to a

blended learning model of teaching. In addition to designing lessons that are engaging, our

school is requiring the use of a 1:1 device to differentiate lessons and assignments. As middle
Integrating Digital Learning Games into Middle School Math Classes 3

school math teachers, we are constantly challenged with creating a rigorous learning

environment that fosters communication, collaboration, problem-solving, and engagement. Our

students are gamers, and game-based learning integrates engagement with individualized

learning. Therefore, we decided to explore the impact it has on the learning environment and

student learning in a mathematics class at the middle school level.

Your experiences about it

Digital games are being used more by educators as an instructional tool to engage

students through motivation to learn mathematics. Digital games are used in our classrooms

multiple times per week as a support of the content being taught, remediation for students

needing additional help, and enrichment for students with a deeper understanding of the

material. We use programs such as Study Island, MathGames, and SumDog, which are

standards-based and designed to encourage students to master a level to play the game. SumDog

provides an element of competition, which we discovered in our research to be intrinsically

motivating. In addition to increasing math skills, digital games are used in our classroom to

increase collaboration and self-confidence.

Its importance/usefulness in educational settings

Based on our previous research, digital game-based learning offers students a positive

learning environment that allows them to learn at their own pace. Digital games provide students

with immediate feedback, which can boost their confidence to continue on or remediate when

needed. Some digital games provide students with opportunities to collaborate with peers. As

students engage in learning through digital games, teachers take on the role of a facilitator and

are given time to observe the students and work individually with struggling students. When
Integrating Digital Learning Games into Middle School Math Classes 4

learning with games, students have the ability to make their own learning decisions and are free

to explore at their own pace. Within our previous research, we learned that digital game-based

learning that is designed with real-life learning tasks and is authentic to the student is more

effective. One example of this is where the students participated in the Pet Quest. This digital

game provides students with real-life purpose and goal, and incorporates math lessons with

virtual pet care. Students earn rewards for completing levels, which help them to care for their

pet.

How to continue doing research on this area

Research is viewed as a step to be conducted before starting the project, but in fact it is

needed throughout and even after the project is completed. One way to further research in the

particular field of game-based learning would be to send out surveys to both teachers and

students. Student surveys will allow the researcher to see into the thoughts of students using the

digital games within the classroom. If the students do not feel the game is interesting or

engaging, the student could provide feedback of the online game before the researcher uses the

game in a study. The data provided in previous research might be considered out-of-date due to

the fast growing technology field within the classroom. Just as scientists use the scientific

method, researchers can re-create previous studies by manipulating different variables. One way

would be to alter the times spent using the digital games within the lesson. Another way would

be to adjust the sample size to gather larger or smaller data. In addition to formal research and

surveying students, seeking out other educators who are having success with game-based

learning methods and collaborating with them can provide additional knowledge of integrating

games into learning. Through collaboration, teachers can better implement games and determine

how to adapt the game to fit the needs of the individual student
Integrating Digital Learning Games into Middle School Math Classes 5

Issues you want to discuss

Game-based learning can make learning mathematics engaging, but there are several issues

that teachers face when implementing them into the classroom. Time is one issue that teachers

face daily. Determining if games are beneficial to the educational setting is important, but

requires time. In addition to being beneficial to the classroom, the game being implemented

must be appropriate for the content being taught, and teachers need time to play the game to

ensure this. Another time concern is planning for enough time during the scheduled class time

for students to play the game. Teachers must be aware of time during the day so that the game

does not become the main focus of the lesson, but that the game is a support tool to the lesson.

References

Coffey, H. (2010). Digital game-based learning. LEARN NC: k-12 Teaching and Learning from

the UNC School of education. Retrieved from http://www.learnnc.org/lp/pages/4970

Trybus, J. (2014). New Media Institute. Game-Based Learning: What it is, Why it Works, and Where it's

Going. Retrieved from http://www.newmedia.org/game-based-learning--what-it-is-why-it-

works-and-where-its-going.html
Integrating Digital Learning Games into Middle School Math Classes 6

Article 1: Embedding diagnostics mechanisms in a digital game for learning mathematics

Topic: Digital game-based learning

Authors: Yueh-Min Huang, Shu-Hsien Huang, Ting-Ting Wu

Literature review

With the understanding that learning mathematics is frustrating for many at an early age,

Yueh-Min Huang, Shu-Hsien Huang, Ting-Ting Wu (2013) conducted a study on the impact of

digital game-based learning (DGBL) systems using an Input-Process-Outcome game model.

This study is developed to seek out an effective learning model through the use of a DGBL

system with a diagnostic mechanism and a DGBL system without. The DGBL system with the

diagnostic mechanism provides students with immediate feedback and remediation. These two

DGBL systems were implemented in this study to address whether or not there is an increase in

the learning performance of mathematics, an increase in learning motivation, and a decrease of

anxiety with learning mathematics.

Analysis of methodology

Fifty-six second-grade students from a primary school in southern Taiwan were asked to

participate in this study. In addition to the fifty-six student participants, a teacher with five years

experience was asked to conduct the teaching of mathematics. The fifty-six students were split

into two groups; the experimental group and the control group. The twenty-nine students in the

experimental group used the DGBL system with a diagnostic mechanism, while the twenty-

seven students in the control group used the DGBL system without the diagnostic mechanism.
Integrating Digital Learning Games into Middle School Math Classes 7

The study was conducted in an eight week learning period. Throughout the first week,

the students completed a comprehensive pre-test and the Mathematics Assessment Rating Scale

(MARS) test to assess the students anxiety towards learning mathematics. Over the next six-

weeks, both groups received two lessons per week. The first lesson was a content lesson

covering mathematical standards. The second lesson provided to each group included the

assigned DGBL system. The final week of the study, the students participated in a

comprehensive post-test and a MARS post-test. In addition to the post-tests, the students were

given an ARCS motivation questionnaire and an interview.

Summary of results

After analyzing the pre-test and post-test, the study determined there was a slight increase

in both scores; however, there was not a significant difference between the quiz scores of the

experimental group and the control group. The average quiz score for the experimental group

was 90.2 and for the controlled group was 88.1. Both groups decreased in the level of anxiety by

implementing the use of the DGBL systems.

Opinion

The study shows that by implementing DGBL systems into math lessons, students

motivation and achievement is increased while their anxiety is decreased. To better determine the

effects of this study, the number of participants needs to increase. The time period for this study

should also be increased.

References
Huang, Y. H., Huang, S., Wu, T. (2013, October 23). Embedding diagnostics mechanisms in a
digital game for learning mathematics. Associaton for educational communications and
technology, pp. 187-207.
Integrating Digital Learning Games into Middle School Math Classes 8

Article 2: Games for engaged learning of middle school children with special learning needs
Topic: Game features for promoting learning

Authors: Fengfeng Ke and Tatiana Abras

Literature review

Fengfeng Ke and Tatiana Abras (2013) conducted a study of design features within

games that support learning and engagement for middle school students with special learning

needs. Data was collected through pre and post-tests, along with observations of the students

actions while playing math games. It was concluded that some features did not provide a

balanced integration of content and gaming.

Analysis of methodology

Nine middle school students from two middle schools in the southwestern region of the

United States were selected based on specific criteria and asked to participate in this three-week

long study. The first school is a pueblo Native American middle school, while the second school

is a low-performing school with a high percentage of Hispanic/Latino students. The study is

based on the functionality of three web-based mathematics games, which were selected on three

main criteria: help middle school students comprehend and practice math concepts and skills,

technically accessible and affordable, and from a credible educational organization. During the

students computer class, they played the three games for five one-hour sessions over a three-

week period. Researchers monitored the students progress and collected data by observing the

level of engagements during the games, comments stated during the games, and reactions after

completing the games. Each week, the students were given a pre and post-test covering the math

concepts found within the game. In addition to the pre and post-tests, the researchers provided a

weekly progress report of the students school performance on game-related content.

Integrating Digital Learning Games into Middle School Math Classes 9

Summary of results

The level of engagement was determined to be high for all three games; however, one

game proved to be more engaging. One game needed to be altered to be more math content

specific. Researchers found that students became more involved with the competition aspect of

the game rather than the learning of the math content. They discovered once the study was

complete that to better help the students, scaffolding of content would have been beneficial

towards the learning outcome. There was a positive gain of knowledge from pre-test to post-test

for all three games.

Opinion

The time given per week to implement the games was appropriate for this study. The

sample size of students monitored was relatively small to the arching goal of the study. In

addition to the small sample size of participants, there was no control group to compare founded

results. Embedded learning support within a game would improve the learning experience for

students with special learning needs.

References

Ke, F., Abras, T. (2013). Games for engaged learning of middle school children with. British

Journal of Educational Technology, 225-242.

Integrating Digital Learning Games into Middle School Math Classes 10

Article 3: The Effects of Game-Based Learning on Mathematical Confidence and Performance:

High Ability vs. Low Ability

Topic: Game-based confidence vs. paper-based confidence

Authors: Oskar Ku, Sherry Y. Chen, Denise H. Wu, Andrew C. C. Lao, and Tak-Wai Chan

Literature review

Oskar Ku, Sherry Y. Chen, Denise H. Wu, Andrew C. C. Lao, and Tak-Wai Chan (2014)

conducted a study at one elementary school to determine if confidence levels and computational

performance increases with game-based learning. They randomly selected two fourth-grade

classes to participate in the study of paper-based learning vs. game-based learning. The data

provided in this study showed that students who participated in the game-based learning group

earned better scores in confidence and computational performance than the paper-based learning

group.

Analysis of methodology

Two classes of fourth grade students from an elementary school were randomly selected

to participate in this study. The first class is the experimental group made up of twenty-six

students, and the second class is the control group made-up of twenty-five students. After

completing a math computational pre-test and the Fennema-Sherman mathematics attitudes

scale, each group was then split into two ability-leveled groups. The study was conducted in

nine twenty-minute sessions over a period of five weeks. The controlled group received the

paper-based learning materials and the experimental group received the digital game-based

learning. After completing the pre and post-test, the study indicates that growth was seen in both

groups, but greater growth is seen in the students learning though game-based learning. The

location of the study was not disclosed in this article.

Integrating Digital Learning Games into Middle School Math Classes 11

Summary of results

Overall, the confidence level within the control group decreased from pre-test to post-

test, while the confidence level within the experimental group increased from pre-test to post-

test. The study indicates that the control group was not provided feedback during their paper-

based sessions, which did not promote an increase in self-confidence. The experimental group

was provided with immediate feedback within the digital game-based sessions, resulting in a

higher level of confidence. Students in the experimental group had higher mathematical

achievement scores than the students in the control group. The results of this study show

evidence that game-based learning could possibly instill a greater confidence of learning, which

can lead to higher achievement scores.

Opinion

The time given per session to implement the study was sufficient. The comparison of

paper-based learning and game-based learning provided in this study is beneficial information to

support the on-going debate of traditional vs. digital learning. Unfortunately, the sample size of

the students in this study was not large enough to have a definitive result that game-based

learning provides higher achievement scores.

References

Ku, O., Chen, S.-Y., Wu, D.-H., Lao, A.-C.-C., & Chan, T.-W. (2014). The effects of game-

based learning on mathematical confidence and performance: high ability vs. low ability.

Educational Technology & Society, 17 (3), 6578.

Integrating Digital Learning Games into Middle School Math Classes 12

Article 4: Influence of Game Quests on Pupils Enjoyment and Goal-pursuing in Math Learning

Topic: Digital games (quests) increase engagement

Authors: Zhi-Hong Chen, Calvin C. Y. Liao, Hercy N. H. Cheng, Charles Y. C. Yeh, and

Tak-Wai Chan

Literature review

Chen et al. (2012) completed a study on student engagement and enjoyment of learning

mathematics through a Game-Quest system. They chose the pet-nurturing quest, My-Pet-My-

Quest system, based on previous studies that show younger students have an emotional

attachment to their pets. Each unit contains three types of learning tasks: conceptual

understanding, computational fluency, and problem solving. The same learning material was

presented to the students through two different versions: a quest version and a non-quest version.

The questionnaire given to the students after the quest, provided evidence that students enjoy

learning through virtual Game-Quests and wanted to pursue completing the quest.

Analysis of methodology

Fifty-three fourth-grade students from Taiwan with similar learning abilities were

selected to participate in this study. The study provided two methods of learning: quest version

and non-quest version. Each class participated in one session a week for forty minutes over four

weeks. Class A, made up of twenty-eight students, completed the two sessions of the non-quest

version followed by two sessions of the quest version. Class B, made up of twenty-five students,

completed two sessions of the quest version followed by two sessions of the non-quest version.

Each Quest system provides students with objectives, learning tasks, and rewards, and is

designed with a three-tier format: bottom tier, middle tier, and top tier. The bottom tier, or game

world, is designed to stimulate and engage the students in a virtual world of gaming. Within the
Integrating Digital Learning Games into Middle School Math Classes 13

middle tier, which serves as a bridge between the bottom tier and top tier, an informer appears to

the student to inform them of a new quest. The student can interact with the informer to

determine additional information needed to complete the quest. Once students receive the

purpose and goal of the quest, they begin a series of mini-activities. As students complete the

mini-activities, they can earn EduCoins by showing a proficient understanding of the content and

receiving a ninety percent or higher correct response rate. Students were given a questionnaire

discussing enjoyment of the game after each version.

Summary of results

This study provides two types of evidence, questionnaire results and attempt at learning

tasks, that students enjoy learning mathematics through quests. Students reported within the

questionnaire that the quest version provided more enjoyment, they learned more content, and

they had a stronger desire to complete the game. Overall, the game quest version had a more

positive impact on student enjoyment and engagement when learning mathematics.

Opinion

The time was insufficient to determine the possible positive or negative effects quests

could have on student engagement. The aspect of incorporating economic process of caring for

pets promotes student motivation to participate and provides and accountability of pet

ownership.

References

Chen, Z.-H., Liao, C. C. Y., Cheng, H. N. H., Yeh, C. Y. C., & Chan, T.-W. (2012). Influence of

game quests on pupils enjoyment and goal-pursuing in math learning. Educational

Technology & Society, 15 (2), 317327.

Integrating Digital Learning Games into Middle School Math Classes 14

Article 5: Effects of game technology on elementary student learning in mathematics

Topic: Impact of game-based technology on academic achievement

Authors: Namsoo Shin, LeeAnn M. Sutherland, Cathleen A. Norris and Elliot Soloway

Literature review

Namsoo Shin, LeeAnn M. Sutherland, Cathleen A. Norris and Elliot Soloway (2012)

completed an eighteen-week study on the effects technology game-based and paper-based games

have on student learning. Three second-grade classes are participants in this study. The

researchers used Game Boy technologies and paper-based games to assess math skills and levels

of engagement. The study found that students who practiced math skills using the Game Boy

technologies scored higher than the students who practiced with the paper-based games. They

also discovered that the students who played the game more frequently, scored higher than the

students who played less frequent.

Analysis of methodology

During the study, two second-grade classes with a total of forty-one students were chosen

to participate in this study. This eighteen-week study compares the level of engagement and

attitudes of students and the effects technology has on student learning through the use of Game

Boy technology and a paper-based game. For the first five weeks, the first class practiced math

skills using GameBoy technology, while the second class practiced math skills using paper-based

card games. During the following thirteen weeks, both classes practiced math skills using the

GameBoy technology for varying amounts of time per week. At week ten, a third second-grade

class of nine students was added to the study. They practiced math skills using GameBoy

technology for the last eight weeks of the study. Data was collected throughout the study with

pre and post-tests. Students were given a pre-test prior to the study, a post-test after the first five
Integrating Digital Learning Games into Middle School Math Classes 15

weeks, and then a comprehensive post-test at the end of the study. All three classes were given a

technology games survey at the end of the study to determine student attitudes towards

mathematics and perceptions towards the games. The location of the study was not disclosed in

the article.

Summary of results

Due to the various game options provided, students responded to the questionnaire with

positive attitudes towards learning math skills when using the GameBoy game. The study

reflected that classroom environment and the varying teaching styles could have affected the

students knowledge of math skills. The first group (the GameBoy group), made higher gains

from the pre-test to the five-week post-test. The second group (paper-based game group) had a

dramatic increase in scores once the GameBoy games were implemented after the five-week

mark.

Opinion

The design of the study was effective in proving the positive attitudes and high levels of

engagement among students when learning math using the GameBoy technologies. Since

students all received the same learning material, the GameBoy games and card games did not

provide for differentiation of learning. Due to varying teaching methods, having all classes

being taught by the same teacher would provide students with the same level of instruction.

References

Shin, N., Sutherland, L.M., Norris, C.A., and Soloway, E. (2012). Effects of game technology

on elementary student learning in mathematics. British Journal of Educational

Technology, 43 (4), 540560.