Collaborative Research: Investigating Gender Differences in Digital Learning Games with Educational Data Mining

About This Grant

Given the potential motivational benefits of digital learning games, games might provide a pathway for reducing students' math anxiety and increasing their self-efficacy and interest in math. This project will explore whether and how digital learning games can lead to less math anxiety and better learning in students. It will study learning with two existing digital learning games: Decimal Point, which teaches foundational math concepts (decimal numbers and operations) to 5th and 6th grade students; and Angle Jungle, which targets a similar age range (4th and 5th graders) and has a similar thematic design (i.e., a game map, cartoon characters), but with different game mechanics, content (angles), and instructional approach. The study will explore how and why Decimal Point has, over the course of several experiments spanning multiple years, consistently produced a learning advantage for players. In doing so, investigators will identify principles regarding the relationship between student learning and game features that can be shared with game developers and used in other games, starting with Angle Jungle. The study will investigate two pathways hypothesized to lead to learning differences among students: first, that the playful features of the games reduce the saliency of the math content, making it less likely to prompt math anxiety; and second, that the games' thematic details are more appealing and engaging to some learners based on their interests and videogame preferences. In Year 1, educational data mining will be used to infer students' cognitive and affective processes while playing Decimal Point and compare data to the distinct processes predicted by these two pathways. In Year 2, investigators will assess whether the hypothesized pathways and learner differences replicate in the context of Angle Jungle. In Year 3, hypotheses will be further tested by manipulating Decimal Point's emphasis on math content in one version of the game and enjoyment and playful features in another. The project will compare learning outcomes between the two versions to more deeply explore the competing hypotheses. The ultimate aim of this work is to provide insights into how different students learn from digital games, providing principles and guidance for other researchers and game designers in developing and revising digital learning games. Thus, the project has the potential to transfer Decimal Point's success with learning outcomes to other digital learning games and advance knowledge on the game features that best support students' learning outcomes. Furthermore, findings will allow investigators to revise both games and make them available to thousands of late elementary and middle school students across the country. Even during this project, approximately 1,950 students--including many from districts with low math proficiency--will benefit from learning with Decimal Point and Angle Jungle. This project is supported by NSF's EDU Core Research (ECR) program. The ECR program emphasizes fundamental STEM education research that generates foundational knowledge in the field. Investments are made in critical areas that are essential, broad and enduring: STEM learning and STEM learning environments, broadening participation in STEM, and STEM workforce development. This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.