Change search
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
A Teachable Agent Game Engaging Primary School Children to Learn Arithmetic Concepts and Reasoning
University West, Department of Economics and IT, Division of Media and Design. (LINA BUV)ORCID iD: 0000-0002-5996-7668
2014 (English)In: International Journal of Artificial Intelligence in Education, ISSN 1560-4292, E-ISSN 1560-4306, ISSN 1560-4292, 1560-4306, Vol. 24, no 3, 251-283 p.Article in journal (Refereed) Published
Abstract [en]

In this paper we will describe a learning environment designed to foster conceptual understanding and reasoning in mathematics among younger school children. The learning environment consists of 48 2-player game variants based on a graphical model of arithmetic where the mathematical content is intrinsically interwoven with the game idea. The environment also features teachable agents, which are computer programs that can be taught and behave according to their knowledge. Thus, the environment provides both learning-by-doing (playing the game) and learning-by-teaching (teaching the agent to play). It differs from other learning-by-teaching systems 1) by targeting basic mathematics and primary grade students; 2) by using teachable agents as an extension to educational games in order to leverage engagement, reflection and learning; and 3) by using an agent-driven question dialogue to challenge students’ mathematical thinking, to role-model learner behaviour and to transfer game knowledge to out-of-game mathematics. The teachable agent game is described and evaluated in an authentic classroom study enrolling 443 students from 22 classes in 9 schools. Students range from 2nd to 6th grade of mainstream classes and 7th to 8th grade for students with difficulties in mathematics. Part of the study was designed as a quasiexperimental study with controls; part was designed to examine students’ change in mental models of arithmetic before and after game play. All students took pre- and post mathematics tests. The 314 playing students used the game and taught their agents during regular math-classes for three months, whereas the control classes attended standard instruction and took the tests. A questionnaire was distributed at the end of the study to investigate students’ perceptions and performances of the agent-tutoring task. Results show that 1) there is a significant learning gain for playing students compared to controls, 2) the learning environment can engage children in advanced mathematical thinking in early education, 3) young primary students can act as successful tutors. Thus, we conclude that teachable agents in educational games can help achieve deeper levels of learning that transfer outside the game. This idea combines the motivational power of games with the reflective power of a teachable agent asking thought-provoking, deep questions on the learning material during game play.

Place, publisher, year, edition, pages
New York: Springer, 2014. Vol. 24, no 3, 251-283 p.
Keyword [en]
technology-enhanced learning, mathematics game, teachable agent, arithmetic, reasoning, primary school children, classroom study, authentic use
National Category
Human Aspects of ICT Learning
Research subject
SOCIAL SCIENCE, Informatics; SOCIAL SCIENCE, Pedagogics; Child and Youth studies
Identifiers
URN: urn:nbn:se:hv:diva-6651DOI: 10.1007/s40593-014-0018-8Scopus ID: 2-s2.0-84903727929OAI: oai:DiVA.org:hv-6651DiVA: diva2:746497
Projects
Talking and Seeing Math in Games
Available from: 2014-09-12 Created: 2014-09-12 Last updated: 2017-03-13Bibliographically approved

Open Access in DiVA

No full text

Other links

Publisher's full textScopus

Search in DiVA

By author/editor
Pareto, Lena
By organisation
Division of Media and Design
In the same journal
International Journal of Artificial Intelligence in Education
Human Aspects of ICTLearning

Search outside of DiVA

GoogleGoogle Scholar

Altmetric score

Total: 147 hits
CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf