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F. van Baalen
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Improving Arithmetic Skills through Online Puzzle Games
An analysis of the features of online arithmetic puzzle games that contribute to the development of procedural fluency, strategic competence and adaptive reasoning of secondary school students
Arithmetic proficiency is an important educational concern, as the arithmetic competence of secondary school students aged 13-15 is declining. Online arithmetic puzzle games could play a role in reversing this trend. However, it remains insufficiently understood how the features of these puzzle games relate to the development of students’ arithmetic proficiency. The objective of this study was to determine how various features of online arithmetic puzzle games contribute to the development of procedural fluency, strategic competence and adaptive reasoning of secondary school students aged 13–15. A literature review was conducted to identify the game mechanics of serious games that have a positive influence on student engagement, as engagement is key in achieving the learning outcomes, and to establish the objectives of the three strands in the context of arithmetic education. Based on these findings, the scope of this study was focused on four aspects in the context of online arithmetic puzzle games: student engagement, the recognition of procedural errors, the selection and adaptation of problem-solving strategies and the evaluation of solution processes. Nine participants aged 13-15 have played a selection of six online arithmetic puzzle games across multiple sessions. The participants were observed while playing the games and interviewed after each session. The findings show that participants generally enjoyed playing the games and demonstrated a strong desire to be challenged by the puzzles. A multiplayer mode and adaptive difficulty were identified as the mechanics with the greatest positive influence on student engagement. Online arithmetic puzzle games provide limited opportunities for students to develop their ability to recognise procedural errors, as relatively few procedural errors were made while playing. In contrast, the puzzle games provide opportunities for students to develop strategic competence, as the games require students to select and adapt a variety of solution strategies in response to the challenges presented. Students generally do not evaluate their solution processes independently when solving a puzzle, suggesting that the games provide limited support for the development of adaptive reasoning. The findings of this study may help educators to make more informed decisions when selecting and implementing online arithmetic puzzle games for educational purposes. To determine whether and how online arithmetic puzzle games can contribute to the long-term development of students’ arithmetic proficiency, further research is needed.
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Arithmetic proficiency is an important educational concern, as the arithmetic competence of secondary school students aged 13-15 is declining. Online arithmetic puzzle games could play a role in reversing this trend. However, it remains insufficiently understood how the features of these puzzle games relate to the development of students’ arithmetic proficiency. The objective of this study was to determine how various features of online arithmetic puzzle games contribute to the development of procedural fluency, strategic competence and adaptive reasoning of secondary school students aged 13–15. A literature review was conducted to identify the game mechanics of serious games that have a positive influence on student engagement, as engagement is key in achieving the learning outcomes, and to establish the objectives of the three strands in the context of arithmetic education. Based on these findings, the scope of this study was focused on four aspects in the context of online arithmetic puzzle games: student engagement, the recognition of procedural errors, the selection and adaptation of problem-solving strategies and the evaluation of solution processes. Nine participants aged 13-15 have played a selection of six online arithmetic puzzle games across multiple sessions. The participants were observed while playing the games and interviewed after each session. The findings show that participants generally enjoyed playing the games and demonstrated a strong desire to be challenged by the puzzles. A multiplayer mode and adaptive difficulty were identified as the mechanics with the greatest positive influence on student engagement. Online arithmetic puzzle games provide limited opportunities for students to develop their ability to recognise procedural errors, as relatively few procedural errors were made while playing. In contrast, the puzzle games provide opportunities for students to develop strategic competence, as the games require students to select and adapt a variety of solution strategies in response to the challenges presented. Students generally do not evaluate their solution processes independently when solving a puzzle, suggesting that the games provide limited support for the development of adaptive reasoning. The findings of this study may help educators to make more informed decisions when selecting and implementing online arithmetic puzzle games for educational purposes. To determine whether and how online arithmetic puzzle games can contribute to the long-term development of students’ arithmetic proficiency, further research is needed.