Zobrazeno 1 - 10
of 60
pro vyhledávání: '"Jake McMullen"'
Publikováno v:
International Journal of Serious Games, Vol 10, Iss 4 (2023)
The traditional classroom setting presents challenges when it comes to strengthening adaptive expertise in mathematics education through deliberate practice. This study aimed to investigate whether the Number Navigation Game (NNG) could help promote
Externí odkaz:
https://doaj.org/article/c47c21655e324f54a6a375ddc1418446
Publikováno v:
Journal of Numerical Cognition, Vol 8, Iss 3, Pp 326-334 (2022)
The current paper presents an introduction to a special issue focusing on mathematical flexibility, which is an important aspect of mathematical thinking and a cherished, but capricious, outcome of mathematics education. Mathematical flexibility invo
Externí odkaz:
https://doaj.org/article/764ba72aa71341ac8e1c08a6dc15471e
Publikováno v:
Journal of Numerical Cognition, Vol 8, Iss 3, Pp 414-429 (2022)
Mathematics anxiety hinders students' mathematical achievement already in primary school, but research on its effects beyond whole number knowledge is limited. The main aim of the current study is to examine how state and trait mathematics anxiety re
Externí odkaz:
https://doaj.org/article/961ecc310394437bad0507abf58cf140
Publikováno v:
Journal of Numerical Cognition, Vol 8, Iss 1, Pp 36-52 (2022)
Learning fractions poses a challenge for many elementary school students, including applying fraction knowledge in novel contexts. For instance, there are substantial individual differences in students’ tendency of spontaneous focusing on quantitat
Externí odkaz:
https://doaj.org/article/4cf56d596ae64d1287f36f68a4f19652
Publikováno v:
Journal of Numerical Cognition, Vol 5, Iss 3, Pp 283-300 (2019)
The present study aims to examine inter-individual differences in adaptive number knowledge in secondary school students. Adaptive number knowledge is defined as a well-connected network of knowledge of numerical characteristics and arithmetic relati
Externí odkaz:
https://doaj.org/article/b554a67f92c14857b70953f6733b5b3f
Autor:
Kristian Juha Mikael Kiili, Antero Lindstedt, Antti Koskinen, Hilma Halme, Manuel Ninaus, Jake McMullen
Publikováno v:
International Journal of Serious Games, Vol 8, Iss 3 (2021)
While game-based learning seems to be an effective instructional approach, the underlying learning and engagement mechanisms of games are still poorly understood. In the current study, we investigated to what extent flow experience and situational in
Externí odkaz:
https://doaj.org/article/e582229cfa044bbbab8009d48a0b281f
Publikováno v:
International Journal of Serious Games, Vol 4, Iss 3 (2017)
There is accumulating evidence that engagement with digital math games can improve students’ learning. However, in what way individual variables critical to game-based learning influence students' learning success still needs to be explored. Theref
Externí odkaz:
https://doaj.org/article/c9fb142addba40879349d8a525a29f53
Publikováno v:
Journal of Computer Assisted Learning. 39:77-93
Background In recent years, the importance of emotions in learning has been increasingly recognized. Applying emotional design to induce positive emotions has been considered a means to enhance the instructional effectiveness of digital learning envi
Manifestations of educational inequity in diversifying societies have led to a wide acknowledgement of the need to develop all teachers’ competencies to work in the context of diversity. The domain of beliefs and attitudes is generally included as
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::4937bf9c94d2b6170e48bbbebae8fdaa
https://trepo.tuni.fi/handle/10024/148295
https://trepo.tuni.fi/handle/10024/148295
Autor:
Jake McMullen, Antti Koskinen, Tomi Kärki, Antero Lindstedt, Saku Määttä, Hilma Halme, Erno Lehtinen, Minna Hannula-Sormunen, Kristian Kiili
Adaptive expertise is a highly sought after, but difficult to achieve, outcome of mathematics education. Many teaching methods appear to support the development of adaptive expertise only in a small proportion of students. Game-based learning environ
Externí odkaz:
https://explore.openaire.eu/search/publication?articleId=doi_dedup___::94ef241cbcd8aae6615e26f74c6eedc5
https://trepo.tuni.fi/handle/10024/148577
https://trepo.tuni.fi/handle/10024/148577