an article by Fengfeng Ke (Florida State University, USA) published in Computers & Education
Volume 60 Issue 1 (January 2013)
Abstract
This in-situ, descriptive case study examined the potential of implementing computer mathematics games as an anchor for tutoring of mathematics. Data were collected from middle school students at a rural pueblo school and an urban Hispanic-serving school, through in-field observation, content analysis of game-based tutoring–learning interactions, and achievement test.
Findings suggested that game-based tutoring is dynamic in terms of its timing, initiation, content, style, and tutee reaction created. There was an improvement in students’ state test performance at the pueblo school after the game-based tutoring program, but the improvement was not statistically significant at the urban school.
The study can serve as a catalyst for insight and further research of using educational gaming as an instructional artifact to augment other instructional approaches.
Highlights
► Educational gaming as an instructional artifact to augment tutoring.
► Game-based tutoring is dynamic and multi-faceted.
► A collaborative partnership between tutors and tutees reinforces tutee reaction.
► Tutoring occurring before play or using informal language reinforces tutee reaction.
► An improvement in test performance at the pueblo school after game-based tutoring.
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