The Impact of Using Logic Patterns on Achievements in Mathematics Through Application-Games

Abstract

The chapter presents research into the impact of logic patterns, based on logical reasoning, focusing on order and sequence in series, on achievements in mathematics using an application-game which was developed neither specifically for the purpose of the current research nor to address Attention Deficit Hyperactivity Disorder (ADD). Both experimental and control groups were used for checking the central hypothesis on subjects of the same age – first and fourth graders at a similar learning level. The experimenters were Bachelor's Degree (BA) students majoring in special education. The method employed an application-game providing virtual simulation in real time offering the unique opportunity to observe and manipulate normally inaccessible objects, variables and processes. The focus was on qualitative research comparing subjects' achievements in mathematics in pre- and post-intervention. The findings showed that using logic patterns through the application games had an impact on the subjects' mathematical skills, especially verbal problem-solving. Their mathematical achievements increased quickly to the surprise of the experimenters who reported improvement in subjects' logic, mathematical and concentration skills, sometimes even the total stoppage of involuntary tics among those who received the intervention program as opposed to a lack of improvement or even a significant regression among the controls. Moreover, the motivation of both experimenters and subjects was enhanced, and their self-confidence improved. All the findings led to the conclusion that using application-games, although not developed for improving mathematics, can serve as a bridge between using logic patterns and improving or increasing mathematical achievements involving especially verbal problem-solving based on order, sequence and probability, among others.