| This study explored the use of video game construction as an aid to mathematical learning. The study began by evaluating five game-creation tools: AgentSheets, Game Maker, Greenfoot, NetLogo, and Scratch. All are capable of making games, but Game Maker is the only one expressly designed for the purpose of making games. A rubric for evaluating these tools was developed and applied, and a simple maze game was created using each tool. This process is detailed in Appendix A.;Subsequently, instructional sessions in which students used a subset of these tools were developed and conducted, along with matching pre- and post-assessments for each session. An iterative, design-based research methodology was used to evaluate the class format, curriculum, and assessment tools. The assessment data, the instructional designs, and a reflective journal informed each step of the process and provided evidence for the research conclusions.;Forty-six students, in three groups, participated in this study. The work of each group acted as one of the three iterations of the design-based research process.;The first iteration was conducted in a high school mathematics classroom. Students were tasked with completing a partially-constructed video game. Over two 90-minute class periods, students created programs based on their knowledge of mathematical functions.;The second iteration was conducted with middle school students in an after-school game design classroom. Students met for 25 hours over the course of five weeks. The students in this iteration designed and built their own video game.;These first two iterations acted as the foundation for the final iteration. This portion of the study was conducted as an after-school video game design course with focused mathematics challenges. Students met for a total of 16 hours (two hours once a week for eight weeks). In each meeting, students were introduced to mathematics concepts and applied them in game design challenges.;Analysis of the research data yielded evidence for the following findings: (1) Video games design contributes to increased student engagement with math concepts; (2) out of school time is an ideal setting for using video games to teach mathematics; (3) interventions should be structure around authentic video game design and focused mathematical design challenges; (4) students involved in this type of class showed improvements in their understanding of mathematical concepts such as plotting Cartesian coordinates, using negative numbers, finding functions from patterns, and shape translations. |
