Didactic Game Based on the Unreal Engine and the Effectiveness of its Implementation in Mathematics Education

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216224%3A14410%2F24%3A00138318" target="_blank" >RIV/00216224:14410/24:00138318 - isvavai.cz</a>

Výsledek na webu

<a href="https://www.temjournal.com/content/134/TEMJournalNovember2024_3092_3102.pdf" target="_blank" >https://www.temjournal.com/content/134/TEMJournalNovember2024_3092_3102.pdf</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.18421/TEM134-44" target="_blank" >10.18421/TEM134-44</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Didactic Game Based on the Unreal Engine and the Effectiveness of its Implementation in Mathematics Education

Popis výsledku v původním jazyce

This study investigates the integration of a didactic game developed using Unreal Engine into elementary school mathematics education, specifically focusing on the teaching of fractions. The research aims to answer the following questions: (1) How do students react to the didactic game? (2) What is the difference between experimental and control group of students? The study involved 46 seventh-grade students from a school in the South Moravian Region of the Czech Republic, randomly divided into two groups: one using the didactic game and one following traditional teaching methods. The research employed both qualitative and quantitative methods, including participatory observation, questionnaires, and didactic tests. The findings reveal that while both groups showed significant improvement in their understanding of fractions, the group using the didactic game demonstrated a more considerable progression, with an average increase in test scores from 38.07% to 71.36%. In contrast, the traditional group improved from 54.17% to 79.68%. Students’ reactions to the game were mixed, with some expressing enthusiasm despite technical difficulties, while others were less motivated due to hardware limitations.

Název v anglickém jazyce

Didactic Game Based on the Unreal Engine and the Effectiveness of its Implementation in Mathematics Education

Popis výsledku anglicky

This study investigates the integration of a didactic game developed using Unreal Engine into elementary school mathematics education, specifically focusing on the teaching of fractions. The research aims to answer the following questions: (1) How do students react to the didactic game? (2) What is the difference between experimental and control group of students? The study involved 46 seventh-grade students from a school in the South Moravian Region of the Czech Republic, randomly divided into two groups: one using the didactic game and one following traditional teaching methods. The research employed both qualitative and quantitative methods, including participatory observation, questionnaires, and didactic tests. The findings reveal that while both groups showed significant improvement in their understanding of fractions, the group using the didactic game demonstrated a more considerable progression, with an average increase in test scores from 38.07% to 71.36%. In contrast, the traditional group improved from 54.17% to 79.68%. Students’ reactions to the game were mixed, with some expressing enthusiasm despite technical difficulties, while others were less motivated due to hardware limitations.

Druh

J_imp - Článek v periodiku v databázi Web of Science

CEP obor

—

OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

—

Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2024

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

TEM JOURNAL-TECHNOLOGY EDUCATION MANAGEMENT INFORMATICS

ISSN

2217-8309

e-ISSN

2217-8333

Svazek periodika

13

Číslo periodika v rámci svazku

4

Stát vydavatele periodika

RS - Srbská republika

Počet stran výsledku

11

Strana od-do

3092-3102

Kód UT WoS článku

001415068500038

EID výsledku v databázi Scopus

2-s2.0-85210953299