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Computer Games Are Scalable and Engaging Alternatives to Traditional Undergraduate Mathematics Homework

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Title: Computer Games Are Scalable and Engaging Alternatives to Traditional Undergraduate Mathematics Homework
Language: English
Authors: David Faitelson (ORCID 0000-0002-8332-7644), Shai Gul, Michal Arieli
Source: PRIMUS. 2024 34(3):251-267.
Availability: Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 17
Publication Date: 2024
Document Type: Journal Articles
Reports - Descriptive
Education Level: Higher Education
Postsecondary Education
Descriptors: Mathematics Instruction, College Mathematics, Homework, Computer Games, Undergraduate Study, Game Based Learning, Video Games, Gamification, Mathematical Concepts, Concept Formation
DOI: 10.1080/10511970.2023.2269920
ISSN: 1051-1970
1935-4053
Abstract: Exercise is essential for mastering mathematics, but it faces two major hurdles. First, students are often not motivated to do their homework. Second, checking traditional homework is a manual and labor-intensive process that becomes harder to support as the number of students increases. We argue that computer games could alleviate both problems. In contrast to homework, students are willing to spend many hours playing video games. And because video games keep track of the gamers' performance, they offer a scalable solution to the problem of checking the homework. We describe an experiment to augment traditional homework with a computer game that we have developed for exercising the topics of symmetry groups in an undergraduate college course. We describe the mathematical background of the subject matter, how we have embedded the mathematics into the game, the empirical results of playing the game, and the insights we have gained from this experiment.
Abstractor: As Provided
Entry Date: 2024
Accession Number: EJ1415040
Database: ERIC
FullText Text:
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  Data: Computer Games Are Scalable and Engaging Alternatives to Traditional Undergraduate Mathematics Homework
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  Data: Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: Exercise is essential for mastering mathematics, but it faces two major hurdles. First, students are often not motivated to do their homework. Second, checking traditional homework is a manual and labor-intensive process that becomes harder to support as the number of students increases. We argue that computer games could alleviate both problems. In contrast to homework, students are willing to spend many hours playing video games. And because video games keep track of the gamers' performance, they offer a scalable solution to the problem of checking the homework. We describe an experiment to augment traditional homework with a computer game that we have developed for exercising the topics of symmetry groups in an undergraduate college course. We describe the mathematical background of the subject matter, how we have embedded the mathematics into the game, the empirical results of playing the game, and the insights we have gained from this experiment.
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        StartPage: 251
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      – SubjectFull: Concept Formation
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      – TitleFull: Computer Games Are Scalable and Engaging Alternatives to Traditional Undergraduate Mathematics Homework
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