期刊名称：REDIMAT: Journal of Research in Mathematics Education
电子版ISSN：2014-3621
出版年度：2015
卷号：4
期号：3
页码：271-287
DOI：10.17583/redimat.2015.1519
出版社：Hipatia Press
摘要：Games-based learning has captured the interest of educationalists and industrialists who seek to reveal the characteristics of computer games as they are perceived by some to be a potentially effective approach for teaching and learning. Despite this interest in using games-based learning, there is a dearth of studies context of gaming and education in third world countries. This study investigated the effects of game playing on performance and attitudes of students towards mathematics of Grade VIII. The study was undergone by implementing TGT technique for the experimental group and typical lecture-based approach for the control group. A same achievement test was employed as in both pretest and posttest, an inventory of attitudes towards mathematics were applied for the pretest and posttest on TGT experimental and control group, an attitude scale on computer games was employed for the TGT experimental group, a semi-structured interview for teacher and an FGD guideline for students were applied to serving the purpose of research objectives. After three-weeks of intervention, it had been found out that TGT experimental group students had achieved a significant learning outcome than lecture based control group students. Attitude towards mathematics were differed to a certain positive extent on TGT experimental group. On the basis of findings of this study, some recommendations were made to overcome the barriers of integrating web-based game playing in a classroom.
其他摘要：Este estudio investiga los efectos de los juegos sobre los resultados y las actitudes de
estudiantes de matemáticas de octavo (4º de la ESO). El estudio se realizó
implementando la técnica TJE en un grupo experimental y se adoptó un enfoque típico
para el grupo de control. Se utilizó el mismo test de aprendizaje tanto en el pre-test como
en el post-test, así como una recopilación de actitudes hacia las matemáticas también en
el pre-test y post-test en ambos grupos, y una escala de actitudes que se aplicó en el
grupo TJE, además de una entrevista semi-estructurada a profesorado, y una guía FDG
para estudiantes orientada a los objetivos de la investigación. Después de tres semanas
de intervención, encontramos que los estudiantes del grupo experimental TJE tuvieron
mejores resultados que los del grupo de control. Las actitudes hacia las matemáticas
fueron más positivas hasta cierto punto, en el grupo experimental TJE.
关键词：Team games tournament; cooperative learning; game playing
