Improving mastery of fractions by blending video games into the Math classroom

Concepts from the Australian mathematics curriculum on fractions were used as core elements to design three computer games. In each game, the concepts were presented in the form of tangible puzzles, customized to a difficulty level based on student capability. The games were integrated into a single virtual game world, and a fantasy story was used to help build a compelling experience. Five Year 6 classes were used to evaluate the game over four weeks. Three of the classes were provided with the games, and two served as a control. Both the intervention and control groups also covered fractions in class as part of the regular teaching program, consisting of instructor led content combined with access to online resources and activities. Participants completed a diagnostic test before the trial, and again at the end, designed to assess competence in the fractions concepts targeted by the game. Results show that on average students who had access to the game in addition to the regular teaching scored higher than control group students. In particular, looking at just students who started with a lower level of fractions skills, greater improvement was seen in those that had access to the game. Lay description What is already known about this topic: Fractions is considered both a challenge to teach, as well as a challenge for most students to learn. There is a lack of studies evaluating game‐based fractions learning in terms of its impact on improving skills. What this paper adds: We have created a set of fractions games which cover several fractions concepts from year four to seven in the Australian curriculum. The integration of the games into a standard year six fractions teaching program for four weeks was evaluated against the teaching program without the game. Prior to the game being introduced, a targeted fractions test showed no significant difference between the average score of students who were to be exposed to the game and students in the control group. After the four‐week intervention, students who had access to the game achieved on average higher scores on a targeted fractions test as compared to students in the control group. Implications for practice and/or policy: Including the developed set of games in a normal classroom teaching program can help increase the skills of the students. Traditional lessons on fractions can be augmented with computer games that pose the concepts in a concrete setting rather than replicate the traditional pen and pape