Location via proxy:   [ UP ]  
[Report a bug]   [Manage cookies]                
skip to main content
research-article

Educational Game and Intelligent Tutoring System: A Classroom Study and Comparative Design Analysis

Published: 28 April 2017 Publication History

Abstract

Educational games and intelligent tutoring systems (ITS) both support learning by doing, although often in different ways. The current classroom experiment compared a popular commercial game for equation solving, DragonBox and a research-based ITS, Lynnette with respect to desirable educational outcomes. The 190 participating 7th and 8th grade students were randomly assigned to work with either system for 5 class periods. We measured out-of-system transfer of learning with a paper and pencil pre- and post-test of students’ equation-solving skill. We measured enjoyment and accuracy of self-assessment with a questionnaire. The students who used DragonBox solved many more problems and enjoyed the experience more, but the students who used Lynnette performed significantly better on the post-test. Our analysis of the design features of both systems suggests possible explanations and spurs ideas for how the strengths of the two systems might be combined. The study shows that intuitions about what works, educationally, can be fallible. Therefore, there is no substitute for rigorous empirical evaluation of educational technologies.

Supplementary Material

JPG File (jrnl1043.jpg)
MP4 File (jrnl1043.mp4)

References

[1]
V. Aleven. 2010. Rule-based cognitive modeling for intelligent tutoring systems. In Studies in Computational Intelligence: Volume 308. Advances in Intelligent Tutoring Systems. R. Nkambou, J. Bourdeau, and R. Mizoguchi (Eds.). Springer, Berlin, Heidelberg, 33--62.
[2]
V. Aleven, B. M. McLaren, I. Roll, and K. R. Koedinger. 2016a. Help helps, but only so much: Research on help seeking with intelligent tutoring systems. International Journal of Artificial Intelligence in Education 26, 1 (2016), 205--223.
[3]
V. Aleven, B. M. McLaren, J. Sewall, and K. R. Koedinger. 2009. A new paradigm for intelligent tutoring systems: Example-Tracing tutors. International Journal of Artificial Intelligence in Education 19 (2009), 105--154.
[4]
V. Aleven, B. M. McLaren, J. Sewall, and M. van Velsen. 2016b. Example-tracing tutors: Intelligent tutor development for non-programmers. International Journal of Artificial Intelligence in Education 26, 1 (2016), 224--269.
[5]
V. Aleven, E. A. McLaughlin, R. A. Glenn, and K. R. Koedinger. 2016. Instruction based on adaptive learning technologies. In Handbook of Research on Learning and Instruction. R. E. Mayer and P. Alexander (Eds.). Routledge.
[6]
V. Aleven, E. Myers, M. Easterday, and A. Ogan. 2010. Toward a framework for the analysis and design of educational games. In Proceedings of the 3rd IEEE International Conference on Digital Game and Intelligent Toy Enhanced Learning. G. Biswas, D. Carr, Y. S. Chee, and W. Y. Hwang (Eds.) IEEE Computer Society, Los Alamitos, CA, 69--76.
[7]
E. Andersen, Y. Liu, R. Snider, R. Szeto, and Z. Popovic. 2011a. Placing a value on aesthetics in online casual games. In Proceedings of the ACM CHI Conference on Human Factors in Computing Systems. ACM, 1275--1278.
[8]
E. Andersen, Y. E. Liu, R. Snider, R. Szeto, S. Cooper, and Z. Popovic. 2011b. On the harmfulness of secondary game objectives. In Proceedings of International Conference on the Foundations of Digital Games, FDG’11. 30--37.
[9]
J. R. Anderson and C. Lebiere. 1998. The Atomic Components of Thought. Lawrence Erlbaum Associates, Mahwah, NJ.
[10]
Y. Anzai and H. A. Simon. 1979. The theory of learning by doing. Psychological Review 86, 2 (1979), 124--140.
[11]
R. K. Atkinson, A. Renkl, and M. M. Merrill. 2003. Transitioning from studying examples to solving problems: Effects of self-explanation prompts and fading worked-out steps. Journal of Educational Psychology 95, 4 (2003), 774--783.
[12]
E. L. Baker, G. K. W. K. Chung, and G. C. Delacruz. 2012. The best and future uses of assessment in games. Technology-Based Assessments for 21st Century Skills: Theoretical and Practical Implications from Modern Research. Information Age Publishing, Charlotte, NC, 229--248.
[13]
A. Bandura. 1997. Self-Efficacy: The Exercise of Control. Freeman, New York.
[14]
R. L. Bangert-Drowns, C. L. C. Kulik, J. A. Kulik, and M. Morgan. 1991. The instructional effect of feedback in test-like events. Review of Educational Research 61 (1991), 213--238.
[15]
S. A. Barab, B. Scott, S. Siyahhan, R. Goldstone, A. Ingram-Goble, S. J. Zuiker, and S. Warren. 2009. Transformational play as a curricular scaffold: Using videogames to support science education. Journal of Science Education and Technology 18 (2009), 305--320.
[16]
J. S. Bruner. 1966. Toward a Theory of Instruction. Belknap, Cambridge.
[17]
E. L. Bjork and R. A. Bjork. 2011. Making things hard on yourself, but in a good way: Creating desirable difficulties to enhance learning. In Psychology and the Real World: Essays Illustrating Fundamental Contributions to Society. Worth, New York, 56--64.
[18]
H. Cen, K. R. Koedinger, and B. Junker. 2005. Learning factors analysis: A general method for cognitive model evaluation and improvement. In Proceedings of the 8th International Conference on Intelligent Tutoring Systems. M. Ikeda, K. Ashley, and T. Chan (Eds.). Springer, Berlin, 164--175.
[19]
D. Clark, E. Tanner-Smith, S. Killingsworth, and S. Bellamy. 2013. Digital Games for Learning: A Systematic Review and Meta-Analysis (Executive Summary). SRI International, Menlo Park, CA.
[20]
M. G. Christel, S. M. Stevens, and B. S. Maher. 2012. RumbleBlocks: Teaching science concepts to young children through a unity game. In Proceedings of CGames, 162--166.
[21]
D. I. Cordova and M. R. Lepper. 1996. Intrinsic motivation and the process of learning: Beneficial effects of contextualization, personalization, and choice. Journal of Educational Psychology 88 (1996), 715--730.
[22]
A. Collins, J. S. Brown, and S. E. Newman. 1989. Cognitive apprenticeship: Teaching the crafts of reading, writing, and mathematics. In Knowing, Learning, and Instructions: Essays in Honor of Robert Glaser. L. B. Resnick (Ed.). Lawrence Erlbaum Associates, Inc., Hillsdale, NJ, 453--494.
[23]
A. Corbett, M. McLaughlin, and K. C. Scarpinatto. 2000. Modeling student knowledge: Cognitive tutors in high school and college. User Modeling and User-Adapted Interaction 10 (2000), 81--108.
[24]
M. Csikszentmihalyi. 1990. Flow: The Psychology of Optimal Experience. Harper Perennial Modern Classics, 1--303.
[25]
J. Dewey. 1938. Experience and Education. Macmillan, New York.
[26]
M. Easterday, V. Aleven, R. Scheines, and M. S. Carver. 2011. Using tutors to improve educational games, In Proceedings of the 15th International Conference on Artificial Intelligence in Education. Springer Verlag, Berlin, 63--71.
[27]
K. A. Ericsson, R. T. Krampe, and C. Tesch-Römer. 1993. The role of deliberate practice in the acquisition of expert performance. Psychological Review 100, 3 (1993), 363.
[28]
B. Fukumoto. 2016. Enter the DragonBox: Can a game really teach third graders algebra? EdSurge. https://www.edsurge.com/news/2016-03-13-enter-the-dragonbox-can-a-game-really-teach-third-graders-algebra.
[29]
T. Fullerton, C. Swain, and S. S. Hoffman. 2008. Game Design Workshop: A Playcentric Approach to Creating Innovative Games, 2nd ed. Morgan Kaufmann, Burlington, MA.
[30]
E. R. Fyfe, N. M. McNeil, J. Y. Son, and R. L. Goldstone. 2014. Concreteness fading in mathematics and science instruction: A systematic review. Educational Psychology Review 26, 1 (2014), 1--17.
[31]
J. P. Gee. 2003. What Video Games Have to Teach Us About Learning and Literacy. Palgrave Macmillan, New York.
[32]
R. L. Goldstone and J. Y. Son. 2005. The transfer of scientific principles using concrete and idealized simulations. The Journal of the Learning Sciences 14 (2005), 69--110.
[33]
A. C. Graesser, P. Chipman, B. C. Haynes, and A. Olney. 2005. AutoTutor: An intelligent tutoring system with mixed-initiative dialogue. IEEE Transactions in Education 48 (2005), 612--618.
[34]
K. Gravemeijer. 2002. Preamble: from models to modeling. In Symbolizing, Modeling and Tool Use in Mathematics Education. K. Gravemeijer, R. Lehrer, B. Oers, and L. Verschaffel (Eds.). Kluwer, Dordrecht, 7--22.
[35]
M. P. J. Habgood and S. E. Ainsworth. 2011. Motivating children to learn effectively: Exploring the value of intrinsic integration in educational games. The Journal of the Learning Sciences 20, 2 (2011), 169--206.
[36]
E. Harpstead, C. J. MacLellan, V. Aleven, and B. A. Myers. 2014. Using extracted features to inform alignment-driven design ideas in an educational game. In Proceedings of the ACM CHI Conference on Human Factors in Computing Systems. M. Jones, P. Palanque, A. Schmidt, and T. Grossman (Eds.). ACM, New York, 3329--3338.
[37]
R. Hunicke, M. LeBlanc, and R. Zubek. 2004. MDA: A formal approach to game design and game research. In Proceedings of AAAI Workshop on Challenges in Game. AAAI Press.
[38]
L. Järvilehto. 2014. Learning as Fun (Kindle edition). Rovio Learning.
[39]
G. Jackson and D. McNamara. 2013. Motivation and performance in a game-based intelligent tutoring system. Journal of Educational Psychology 105, 4 (2013), 1036--1049.
[40]
W. L. Johnson. 2010. Serious use of a serious game for language learning. International Journal of Artificial Intelligence in Education 20, 2 (2010), 175--195.
[41]
Y. B. Kafai and J. Wong. 2008. Real arguments about a virtual epidemic: Conversations and contestations in a tween gaming club. In Proceedings of the 8th International Conference on Learning Sciences. 414--421.
[42]
S. Kalyuga, P. Chandler, J. Sweller, and J. Tuovinen. 2001. When problem solving is superior to studying worked examples. Journal of Educational Psychology 93, 3 (2001), 579--588.
[43]
M. Kebritchi, A. Hirumi, and H. Bai. 2010. The effects of modern mathematics computer games on mathematics achievement and class motivation. Computers and Education 55, 2 (2010), 427--443.
[44]
D. J. Ketelhut, B. C. Nelson, J. Clarke, and C. Dede. 2010. A multi-user virtual environment for building and assessing higher order inquiry skills in science. British Journal of Educational Technology 41 (2010), 56--68.
[45]
J. M. Kim, J. Hill, R. Randall, P. J. Durlach, H. C. Lane, E. Forbell, and J. Hart. 2009. BiLAT: A game-based environment for practicing negotiation in a cultural context. International Journal of Artificial Intelligence in Education 19, 3 (2009), 289--308.
[46]
P. A. Kirschner, J. Sweller, and R. E. Clark. 2006. Why minimal guidance during instruction does not work: an analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching. Educational Psychologist 41, 2 (2006), 75--86.
[47]
E. J. Knuth, M. W. Alibali, N. M. McNeil, A. Weinberg, and A. C. Stephens. 2011. Middle school students’ understanding of core algebraic concepts: Equivalence 8 variable. In Advances in Mathematics Education: Early Algebraization. J. Cai and E. Knuth (Eds.). Springer, Berlin, Heidelberg, 259--276.
[48]
K. R. Koedinger and V. Aleven. 2007. Exploring the assistance dilemma in experiments with cognitive tutors. Educational Psychology Review, 19 (2007), 239--264.
[49]
K. R. Koedinger, R. S. J. d. Baker, K. Cunningham, A. Skogsholm, B. Leber, and J. Stamper. 2010. A data repository for the EDM community: The PSLC Datashop. In Handbook of Educational Data Mining. S. Ventura, C. Romero, M. Pechenizkiy, and R. S. J. D. Baker (Eds.). CRC Press, Boca Raton, FL, 43--55.
[50]
K. R. Koedinger, A. T. Corbett, and C. Perfetti. 2012. The knowledge-learning-instruction framework: Bridging the science-practice chasm to enhance robust student learning. Cognitive Science 36, 5 (2012), 757--798.
[51]
K. R. Koedinger, J. Kim, J. Z. Jia, E. A. McLaughlin, and N. L. Bier. 2015. Learning is not a spectator sport: Doing is better than watching for learning from a MOOC. In Proceedings of the 2nd ACM Conference on Learning @ Scale, L@S’15. G. Kiczales, D. M. Russell, and B. Woolf (Eds.). ACM, New York, 111--120.
[52]
K. R. Koedinger and M. J. Nathan. 2004. The real story behind story problems: Effects of representations on quantitative reasoning. The Journal of the Learning Sciences 13, 2 (2004), 129--164.
[53]
J. A. Kulik and J. D. Fletcher. 2015. Effectiveness of intelligent tutoring systems. Review of Educational Research 86, 1 (2015), 42--78.
[54]
J. A. Kulik and C. C. Kulik. 1988. Timing of feedback and verbal learning. Review of Educational Research 58, 1 (1988), 79--97.
[55]
S. Lee, Y. E. Liu, and Z. Popovic. 2014. Learning individual behavior in an educational game: A data-driven approach. In Proceedings of the International Conference on Educational Data Mining.
[56]
Y. Liu, C. Ballweber, E. O’Rourke, E. Butler, P. Thummaphan, and Z. Popovic. 2015. Large-scale educational campaigns. ACM Transactions on Computer-Human Interaction 22, 2 (2015), 8.
[57]
Y. Liu, T. Mandel, E. Butler, E. Andersen, E. O’Rourke, E. Brunskill, and Z. Popovic. 2013. Predicting player moves in an educational game: A hybrid approach. In Proceedings of the International Conference on Educational Data Mining. 106--113.
[58]
J. Liu. 2012. DragonBox: Algebra beats angry birds, Wired. Retrieved from http://www.wired.com/geekdad/2012/06/dragonbox/all/.
[59]
D. Lomas, J. Forlizzi, and K. Koedinger. 2013. Optimizing challenge in an educational game using large-scale design experiments. In Proceedings of the ACM CHI Conference on Human Factors in Computing Systems.
[60]
Y. Long and V. Aleven. 2016. Mastery-oriented shared student/system control over problem selection in a linear equation tutor. In Proceedings of the 13th International Conference on Intelligent Tutoring Systems. 90--100.
[61]
Y. Long and V. Aleven. 2014. Gamification of joint student/system control over problem selection in a linear equation tutor. In Proceedings of the 12th International Conference on Intelligent Tutoring Systems. S. Trausan-Matu, K. E. Boyer, M. Crosby, and K. Panourgia (Eds.). 378--387.
[62]
Y. Long and V. Aleven. 2013a. Active learners: Redesigning an intelligent tutoring system to support self-regulated learning. In Proceedings of the 8th European Conference on Technology Enhanced Learning. D. Hernández-Leo, T. Ley, R. Klamma, and A. Harrer (Eds.). 490--495.
[63]
Y. Long and V. Aleven. 2013b. Supporting students’ self-regulated learning with an open learner model in a linear equation tutor. In Proceedings of the 16th International Conference on Artificial Intelligence in Education. H. C. Lane, K. Yacef, J. Mostow, and P. Pavlik (Eds.). 219--228.
[64]
W. Ma, O. O. Adesope, J. C. Nesbit, and Q. Liu. 2014. Intelligent tutoring systems and learning outcomes: A meta-analysis. Journal of Educational Psychology 106, 4 (2014), 901--918.
[65]
T. W. Malone. 1981. Toward a theory of intrinsically motivating instruction. Cognitive Science 4 (1981), 333--370.
[66]
T. W. Malone and M. R. Lepper. 1987. Making learning fun: A taxonomy of intrinsic motivations for learning. In Aptitude, learning and instruction: Volume 3. Cognitive and Affective Process Analysis. R. E. Snow and M. J. Farr (Eds.). Erlbaum, Hillsdale, NJ, 223--253.
[67]
T. Mandel, Y. E. Liu, S. Levine, E. Brunskill, and Z. Popovic. 2014. Offline policy evaluation across representations with applications to educational games. In Proceedings of the 2014 International Conference on Autonomous Agents and Multi-Agent Systems, AAMAS’14. A. Bazzan, M. Huhns, A. Lomuscio, and P. Scerri (Eds.). International Foundation for Autonomous Agents and Multiagent Systems, Richland, SC, 1077--1084.
[68]
M. J. Mayo. 2009. Video games: A route to large-scale STEM education? Science 323, 5910 (2009), 79--82.
[69]
J. Metcalfe. 2009. Metacognitive judgments and control of study. Current Directions in Psychological Science 18, 3 (2009), 159--163.
[70]
A. Mitrovic and S. Ohlsson. 1990. Evaluation of a constraint-based tutor for a database language. International Journal of Artificial Intelligence in Education 10 (1990), 238--256.
[71]
M. J. Nathan. 1998. Knowledge and situational feedback in a learning environment for algebra story problem solving. Interactive Learning Environments 5, 1 (1998), 135--159.
[72]
J. F. Pane, B. A. Griffin, D. F. McCaffrey, and R. Karam. 2013. Effectiveness of cognitive tutor algebra I at scale. Educational Evaluation and Policy Analysis 36, 2 (2013), 127--144.
[73]
R. J. Pagulayan, K. R. Steury, B. Fulton, and R. L. Romero. 2003. Designing for fun: User-testing case studies. In Funology: From usability to Enjoyment. M. A. Blythe, A. F. Monk, K. Overbeeke, and P. C. Wright (Eds.). Kluwer Academic Publishers, Dordrecht, the Netherlands, 137--150.
[74]
S. Papert. 1991. Situating constructionism. In Constructionism. I. Harel and S. Papert (Eds.). Ablex Publishing Corp., Norwood, NJ.
[75]
L. P. Rieber. 1996. Seriously considering play: Designing interactive learning environments based on the blending of microworlds, simulations, and games. Educational Technology Research and Development 44 (1996), 43--58.
[76]
J. P. Rowe, B. W. Mott, S. W. McQuiggan, J. L. Robison, S. Lee, and J. C. Lester. 2009. Crystal island: A narrative-centered learning environment for eighth grade microbiology. In Proceedings of the Workshop on Intelligent Educational Games at the 14th International Conference on Artificial Intelligence in Education. 11--20.
[77]
J. P. Rowe, L. R. Shores, B. W. Mott, and J. C. Lester. 2011. Integrating learning, problem solving, and engagement in narrative-centered learning environments. International Journal of Artificial Intelligence in Education 21, 1--2 (2011), 115--133.
[78]
J. Schell. 2008. The Art of Game Design: A Book of Lenses. Morgan Kaufmann Publishers, Burlington, MA.
[79]
J. W. Schofield, R. Eurich-Fulcer, and C. L. Britt. 1994. Teachers, computer tutors, and teaching: The artificially intelligent tutor as an agent for classroom change. American Educational Research Journal 31 (1194), 69--97.
[80]
J. Shapiro. 2013a. It only takes about 42 minutes to learn algebra with video games. Forbes. Retrieved from http://www.forbes.com/sites/jordanshapiro/2013/07/01/it-only-takes-about-42-minutes-to-learn-algebra-with-video-games/.
[81]
J. Shapiro. 2013b. Video games are the perfect way to teach math, says Stanford mathematician. Forbes. Retrieved from http://www.forbes.com/sites/jordanshapiro/2013/08/29/video-games-are-the-perfect-way-to-teach-math-says-stanford-mathematician/.
[82]
K. Squire and S. Barab. 2004. Replaying history: Engaging urban underserved students in learning world history through computer simulation games. In Proceedings of International Conference on Learning Sciences. 505--512.
[83]
S. Steenbergen-Hu and H. Cooper. 2013a. A meta-analysis of the effectiveness of intelligent tutoring systems on college students’ academic learning. Journal of Educational Psychology 106, 2 (2013), 331--347.
[84]
S. Steenbergen-Hu and H. Cooper. 2013b. A meta-analysis of the effectiveness of intelligent tutoring systems on K-12 students’ mathematical learning. Journal of Educational Psychology 105, 4 (2013), 970--987.
[85]
E. Sung and R. E. Mayer. 2012: When graphics improve liking but not learning from online lessons, Computers in Human Behavior 28, 5 (2012), 1618--1625.
[86]
S. Tobias and J. D. Fletcher. 2011. Review of research on computer games. Computer Games and Instruction. Information Age Publishing. 127--221.
[87]
S. Tobias. 1978. Overcoming Math Anxiety. W. W. Norton, New York.
[88]
G. Toppo. 2015. The Game Believes in You: How Digital Play Can Make Our Kids Smarter. St. Martin's Press.
[89]
Intrinsic Motivation Inventory (IMI). 1994. University of Rochester. Retrieved from http://www.psych.rochester.edu/SDT/measures/IMI_description.php.
[90]
K. VanLehn. 2006. The behavior of tutoring systems. International Journal of Artificial Intelligence in Education 16, 3 (2006), 227--265.
[91]
K. VanLehn. 2011. The relative effectiveness of human tutoring, intelligent tutoring systems, and other tutoring systems. Educational Psychologist 46 (2011), 197--221.
[92]
K. VanLehn, R. Freedman, P. Jordan, C. Murray, R. Osan, M. Ringenberg, and M. Wintersgill. 2000. Fading and deepening: The next steps for Andes and other model-tracing tutors. In Proceedings of the 5th International Conference on Intelligent Tutoring Systems. G. Gauthier, C. Frasson, and K. VanLehn (Eds.). 474--483.
[93]
K. VanLehn, C. Lynch, K. Schultz, J. A. Shapiro, R. H. Shelby, L. Taylor, D. Treacy, A. Weinstein, and M. Wintersgill. 2005. The Andes physics tutoring system: Lessons learned. International Journal of Artificial Intelligence in Education 15, 3 (2005), 147--204.
[94]
K. VanLehn. 2006. The behavior of tutoring systems. International Journal of Artificial Intelligence in Education 16, 3 (2006), 227--265.
[95]
L. S. Vygotsky. 1967. Play and its role in the mental development of the child. Soviet Psychology 5, 3 (1967), 6--18.
[96]
M. Waalkens, V. Aleven, and N. Taatgen. 2013. Does supporting multiple student strategies lead to greater learning and motivation? Investigating a source of complexity in the architecture of intelligent tutoring systems. Computers 8 Education 60 (2013), 159--171.
[97]
G. Wiggins and J. McTighe. 1998. Understanding by Design. Merrill Education/ASCD College Textbook Series. ASCD, Alexandria, Virginia.
[98]
M. Wilson. 2002. Six views of embodied cognition. Psychonomic Bulletin 8 Review 9 (2002), 625--36.
[99]
B. P. Woolf. 2009. Building Intelligent Interactive Tutors: Student-Centered Strategies for Revolutionizing E-Learning. Morgan Kaufmann, Burlington, MA.
[100]
M. F. Young, S. Slota, A. B. Cutter, G. Jalette, G. Mullin, B. Lai, and M. Yukhymenko. 2012. Our princess is in another castle: A review of trends in serious gaming for education. Review of Educational Research 82, 1 (2012), 61--89.

Cited By

View all
  • (2024)Research on the Evaluation of Deeply Intelligent Classroom Teaching and Learning in Colleges and Universities Based on Data AnalysisApplied Mathematics and Nonlinear Sciences10.2478/amns-2024-02559:1Online publication date: 31-Jan-2024
  • (2024)Towards Designing Digital Learning Tools for Students with Cortical/Cerebral Visual Impairments: Leveraging Insights from Teachers of the Visually ImpairedProceedings of the 26th International ACM SIGACCESS Conference on Computers and Accessibility10.1145/3663548.3675636(1-18)Online publication date: 27-Oct-2024
  • (2024)A Survey of Knowledge Tracing: Models, Variants, and ApplicationsIEEE Transactions on Learning Technologies10.1109/TLT.2024.338332517(1898-1919)Online publication date: 1-Jan-2024
  • Show More Cited By

Recommendations

Comments

Information & Contributors

Information

Published In

cover image ACM Transactions on Computer-Human Interaction
ACM Transactions on Computer-Human Interaction  Volume 24, Issue 3
June 2017
244 pages
ISSN:1073-0516
EISSN:1557-7325
DOI:10.1145/3086563
Issue’s Table of Contents
Permission to make digital or hard copies of all or part of this work for personal or classroom use is granted without fee provided that copies are not made or distributed for profit or commercial advantage and that copies bear this notice and the full citation on the first page. Copyrights for components of this work owned by others than ACM must be honored. Abstracting with credit is permitted. To copy otherwise, or republish, to post on servers or to redistribute to lists, requires prior specific permission and/or a fee. Request permissions from [email protected]

Publisher

Association for Computing Machinery

New York, NY, United States

Publication History

Published: 28 April 2017
Accepted: 01 January 2017
Revised: 01 November 2016
Received: 01 March 2015
Published in TOCHI Volume 24, Issue 3

Permissions

Request permissions for this article.

Check for updates

Author Tags

  1. dragonbox 12+
  2. lynnette
  3. Educational games
  4. classroom experiment
  5. enjoyment
  6. intelligent tutoring systems
  7. out-of-system transfer of learning

Qualifiers

  • Research-article
  • Research
  • Refereed

Funding Sources

  • NSF grant to the Pittsburgh Science of Learning Center

Contributors

Other Metrics

Bibliometrics & Citations

Bibliometrics

Article Metrics

  • Downloads (Last 12 months)119
  • Downloads (Last 6 weeks)8
Reflects downloads up to 12 Nov 2024

Other Metrics

Citations

Cited By

View all
  • (2024)Research on the Evaluation of Deeply Intelligent Classroom Teaching and Learning in Colleges and Universities Based on Data AnalysisApplied Mathematics and Nonlinear Sciences10.2478/amns-2024-02559:1Online publication date: 31-Jan-2024
  • (2024)Towards Designing Digital Learning Tools for Students with Cortical/Cerebral Visual Impairments: Leveraging Insights from Teachers of the Visually ImpairedProceedings of the 26th International ACM SIGACCESS Conference on Computers and Accessibility10.1145/3663548.3675636(1-18)Online publication date: 27-Oct-2024
  • (2024)A Survey of Knowledge Tracing: Models, Variants, and ApplicationsIEEE Transactions on Learning Technologies10.1109/TLT.2024.338332517(1898-1919)Online publication date: 1-Jan-2024
  • (2024)An intelligent HCI based tutoring system for child-centric learning environmentMultimedia Tools and Applications10.1007/s11042-024-20052-xOnline publication date: 15-Aug-2024
  • (2023)The Impacts of Three Educational Technologies on Algebraic Understanding in the Context of COVID-19AERA Open10.1177/233285842311659199Online publication date: 21-Apr-2023
  • (2023)Why and How to Define Educational Video Games?Games and Culture10.1177/1555412023118349519:8(981-999)Online publication date: 26-Jun-2023
  • (2023)Knowledge Tracing: A SurveyACM Computing Surveys10.1145/356957655:11(1-37)Online publication date: 9-Feb-2023
  • (2023) Examining shifts in conceptual knowledge, procedural knowledge and procedural flexibility in the context of two game‐based technologies Journal of Computer Assisted Learning10.1111/jcal.1279839:4(1274-1289)Online publication date: 3-Mar-2023
  • (2023) Keep DRAGging ON : Is solving more problems in DragonBox 12 + associated with higher mathematical performance during the COVID ‐19 pandemic? British Journal of Educational Technology10.1111/bjet.1330454:4(943-966)Online publication date: 15-Feb-2023
  • (2023)Design of Computer Intelligent Scoring System for English Translation Based on Markov Model2023 IEEE International Conference on Control, Electronics and Computer Technology (ICCECT)10.1109/ICCECT57938.2023.10140487(1314-1318)Online publication date: 28-Apr-2023
  • Show More Cited By

View Options

Get Access

Login options

Full Access

View options

PDF

View or Download as a PDF file.

PDF

eReader

View online with eReader.

eReader

Media

Figures

Other

Tables

Share

Share

Share this Publication link

Share on social media