Bridging Play to Learning

Game-based learning scholars agree that video games can be a powerful instructional tool to improve student learning in mathematics education (Kebritchi, Hirumi, & Bai, 2010; Gresalfi & Barnes, 2015; Williams-Pierce, 2016).

However, challenges remain regarding how to support students in transferring their game-based knowledge to more traditional assessments such as multiple choice or open response paper-pencil tests.

We sought to extend this research by including a bridging discussion component in which students connect DragonBox (DB) directly to formal mathematical notation, to investigate whether such bridging supports the easier transfer, and thus reveals more about DB’s influence on mathematical thinking.