Assessing the Effectiveness of a 3-D Instructional Game on Improving Mathematics Achievement of Middle School Students

This research study assessed the effectiveness of a three-dimensional mathematics game, DimensionM, through a pretest–posttest control group quasi-experimental design. Participants consisted of 437 eighth graders. The classrooms were randomly assigned either to the treatment group that utilized DimensionM as a supplement to regular classroom instructions or to the control group that received regular class instructions without any computer activities. The results of the analysis on the pretest–posttest data revealed that the DimensionM game increased mathematical knowledge acquisition in algebra and maintained student motivation to learn. The findings suggest that the implementation of DimensionM in mathematics education can greatly benefit middle school students learning algebra.

This publication has been peer reviewed.
Publication Type: 
Journal Article
Authors: 
Hyian Bai
Pan W
Atsusi Hirumi
Mansureh Kebritchi
Year of Publication: 
2012
Journal, Book, Magazine or Other Publication Title: 
British Journal of Educational Technology
Volume: 
43
Issue: 
6
Pages: 
993–1003
Publisher: 
British Journal of Educational Technology
Date Published: 
Thursday, November 15, 2012
Publication Language: 
English
DOI: 
10.1111/j.1467-8535.2011.01269.x

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