Data collection and analysis for the main body of the study is in progress. Pilot data revealed that, while playing mathematics games online, children employed cycles of reasoning that resembled the sorts of reasoning that past research has documented for problem solving in classrooms. Moreover, this process of reasoning was measurable, not only via in-person observations, but also through analysis of online tracking data.
Journal articles to date:
Fisch, S.M., Lesh, R., Motoki, E., Crespo, S., & Melfi, V. (submitted for publication). Children’s mathematical reasoning in online games: Directions for investigation and assessment. Child Development Perspectives.
Fisch, S.M., Lesh, R., Motoki, E., Crespo, S., & Melfi, V. (in press). Data mining for educational “gold.” Interactions.
Conference presentations to date:
Fisch, S.M., Lesh, R., Motoki, E., Crespo, S., & Melfi, V. (2009, April). Mathematical problem solving in children's online gameplay. Poster presented at the biennial meeting of the Society for Research in Child Development, Denver, CO.
Fisch, S.M., Lesh, R., Motoki, E., Crespo, S., & Melfi, V. (2009, May). Mathematical problem solving and online gameplay. In Fisch, S.M. (Chair), Data mining for gold: Using interactive games for instructional assessment. Symposium presented at the annual meeting of the International Communication Association, Chicago, IL.
Note: In addition to the above academic and semi-academic papers, when the project was awarded funding, a press release was issued by Thirteen/WNET, and an announcement was disseminated via Thirteen’s electronic newsletter for teachers.
We expect the project to inform the development of products by (1) identifying unique strengths of various forms of educational media and (2) providing a model of methods and measures for evaluating the educational impact of future informal education projects.