Roldan-Roa, Eric;
Roldan-Roa, Erika B;
Raave, Doris Kristina;
Van Herwegen, Jo;
Politimou, Nina;
Mukherjee, Sayan;
Colasante, Tyler;
... Mori, Julia; + view all
(2024)
Play My Math: Second Development Cycle of an EdTech Tool Supporting the Teaching and Learning of Fractions Through Music in Algebraic Notation.
In: Ferreira Mello,, Rafael and Rummel, Nikol and Jivet, Ioana and Pishtari, Gerti and Ruipérez Valiente, José A., (eds.)
Technology Enhanced Learning for Inclusive and Equitable Quality Education. EC-TEL 2024.
(pp. 241-246).
Springer Cham: Cham, Switzerland.
Preview |
PDF
CR_ICITL_2024.pdf - Accepted Version Download (534kB) | Preview |
Abstract
We developed, tested, and received users’ feedback (N = 4 teachers and N = 67 students) on the first development cycle of a digital educational game called “Play My Math” (PMM) aiming to support students’ understanding of the magnitude, equivalency, and representation of fractions. In PMM, students learn fractions using bar graphical representations to create, read, and perform rhythm-based musical compositions in algebraic notation. We analyzed quantitative (questionnaire) and qualitative (focus group) student and teacher data to inform PMM’s next development cycle. Overall, students regarded PMM as a highly enjoyable, moderately challenging, and meaningful learning experience. Their motivations also appeared to be intrinsic, as they continued to compose mathematical music at home. However, they expect PMM to enable them to compose beyond rhythm-based music and to increase their peer interaction. Teachers found PMM useful for engaging students but wished for additional features to cover the subtopics of fractions exhaustively. They also requested authoring capabilities to design custom learning paths and assignments. Further developments and content are necessary to match the breadth of PMM to that of current curricula.
| Type: | Book chapter |
|---|---|
| Title: | Play My Math: Second Development Cycle of an EdTech Tool Supporting the Teaching and Learning of Fractions Through Music in Algebraic Notation |
| ISBN-13: | 978-3-031-72311-7 |
| Open access status: | An open access version is available from UCL Discovery |
| DOI: | 10.1007/978-3-031-72312-4_34 |
| Publisher version: | https://doi.org/10.1007/978-3-031-72312-4_34 |
| Language: | English |
| Additional information: | This version is the author-accepted manuscript. For information on re-use, please refer to the publisher’s terms and conditions. |
| Keywords: | Educational Technology, Educational Games, Fractions Teaching and Learning, Design Based Research, Music and Mathematics |
| UCL classification: | UCL UCL > Provost and Vice Provost Offices > School of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education UCL > Provost and Vice Provost Offices > School of Education > UCL Institute of Education > IOE - Psychology and Human Development |
| URI: | https://discovery.ucl.ac.uk/id/eprint/10215251 |
Archive Staff Only
 |
View Item |
