Assessing the effectiveness of a 3‐D instructional game on improving mathematics achievement and motivation of middle school students

Abstract

Abstract This research study assessed the effectiveness of a three‐dimensional mathematics game, DimensionM, through a pretest–posttest control group quasi‐experimental design. Participants consisted of 437 eighth graders. The classrooms were randomly assigned either to the treatment group that utilized DimensionM as a supplement to regular classroom instructions or to the control group that received regular class instructions without any computer activities. The results of the analysis on the pretest–posttest data revealed that the DimensionM game increased mathematical knowledge acquisition in algebra and maintained student motivation to learn. The findings suggest that the implementation of DimensionM in mathematics education can greatly benefit middle school students learning algebra. Practitioner Notes What is already known about this topic Evaluations on the effectiveness of instructional games are known in the community of both practitioners and experienced researchers in educational research. What this paper adds This paper specifically added to the literature by evaluating the effectiveness of the novel instructional game, the DimensionM game, on increasing middle school student mathematical knowledge acquisition in algebra and maintaining student motivation to learn. Implications for practice and/or policy The study results suggested that the implementation of DimensionM in mathematics education can benefit middle school students' learning of algebra and can be helpful to maintain their motivation in learning.

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