Game-Based Training to Promote Arithmetic Fluency

Tim Jay,Jake Habgood,Paul Howard-Jones,Martyn Mees

doi:10.3389/feduc.2019.00118

Tim Jay, Jake Habgood + Show 2 more

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https://doi.org/10.3389/feduc.2019.00118

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Abstract

The research team designed and evaluated a mobile game to promote rapid retrieval of arithmetic facts among a group of children aged 7-8 years (n=97). The design of the game was based on principles drawn from research literature in mathematical cognition, game-based learning, and game design. The game trains basic number knowledge within a motivating context. It tested an implication of theory of automatization of arithmetic facts that training of recognition of multiples of single-digit numbers should lead to greater fluency in solving multiplication and division problems. A quasi-experimental design was employed to test whether the game improves retrieval of arithmetic facts. Children played the game in their classrooms for 20 minutes a day for 2 weeks. Comparisons between pre- and post-tests showed that the game playing group outperformed controls with a medium to large effect size (> 0.6). These results suggest an improvement in arithmetic fluency equivalent to around 7 months’ progress and provide rare empirical evidence supporting transfer of game-based training to a pencil-and-paper test. The findings are consistent with a connectionist theory of arithmetic skill, by showing that improved recognition of multiples contributes to multiplication and division skill. The theoretical and practical implications of these findings are discussed.

Highlights

This article describes the principles underlying the design of a mobile game designed to promote arithmetic fact retrieval among primary school children, and an evaluation of the game in a classroom setting
We carried out a first trial of the RAIDING game, to assess its effectiveness in improving arithmetic performance among a group of 7 to 8-year-old children
The improvement in arithmetic performance between pre- and midtest was compared between pupils in the game-playing group and pupils in the control group

Summary

Introduction

This article describes the principles underlying the design of a mobile game designed to promote arithmetic fact retrieval among primary school children, and an evaluation of the game in a classroom setting. The game was developed as part of the Research Adaptivity to Individual Differences in Number Games (RAIDING) project. This work draws on research in mathematical cognition, in game-based learning, and in game design, to create an engaging game that develops learners’ performance in solving simple arithmetic problems. We review the literature that contributed to the rationale for the game design and its evaluation. We focus on those areas most strongly related to mathematical learning and so discuss two main bodies of work; research relating to arithmetic fluency and fact-retrieval, and research relating to game-based learning. Readers with an interest in the game design aspects of the project should see Mees et al (2017), where a full account is provided

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