ABSTRACT

Most research on mathematical play and learning is focused on early childhood. This study examines how mathematical play and learning manifest in older children in a mathematical videogame designed by the first author, Rolly’s Adventure. We examined how players experienced mathematical play as they played Rolly’s Adventure, with a particular focus on failure paired with feedback. We used video and audio recordings of the players and their bodies, and screen capture of their gameplay. Spoken language, physical gestures, and digital actions were our primary sources of identifying, understanding, and triangulating mathematical play. We found that players pass through five zones of mathematical play that build upon each other and closely interrelate, and that these zones each involve different types of failure, feedback, and learning experiences. This paper provides a productive definition of mathematical play, introduces a framework that describes players’ mathematical play experiences, and presents five design principles that can be leveraged to support mathematical play.

摘要

大多数关于数学游戏和学习的研究都集中在幼儿时期。这项研究调查了在由第一作者Rolly's Adventure设计的数学电子游戏中，数学游戏和学习如何在年龄较大的儿童中体现出来。我们研究了玩家在玩Rolly's Adventure 时如何体验数学游戏，特别关注失败和反馈。我们使用了玩家及其身体的视频和音频记录，以及他们游戏玩法的屏幕截图。口语、肢体动作和数字动作是我们识别、理解和三角化数学游戏的主要来源。我们发现玩家会经历五个相互建立并密切相关的数学游戏区域，并且这些区域每个都涉及不同类型的失败、反馈和学习经验。本文提供了数学游戏的有效定义，介绍了描述玩家数学游戏体验的框架，并提出了可用于支持数学游戏的五个设计原则。