Video Games, Mathematical Problem Solving, and Cross-

Platform LearningShalom Fisch

MediaKidz Research & Consulting

Richard Lesh, Elizabeth MotokiIndiana University

Sandra Crespo, & Vincent MelfiMichigan State University

Preaching to the converted:“Children and adults learn from playing

educational games.”

Present research extends the literature in two ways:

• Games reveal evolution of mathematical problem solving

• Beyond games alone: Cross-platform learning

Cyberchase: TV, Web, Hands-On

Sample and Design

• 672 children, transitioning from third to fourth grade, in nine schools in Michigan and Indiana

• Two phases:Naturalistic phase: track naturalistic use of

Cyberchase mediaExperimental phase: assess impact on problem

solving; single vs. multiple media

Experimental Phase

Five treatment groups:• DVD Only (3 episodes/week over 8 weeks)• Web only (1 game/week over 8 weeks)• DVD + Web (all of the above)• All Materials (all of the above plus 1 hands-

on/week)• Control (viewed Liberty’s Kids instead)

Three Cyberchase online games

Decimals

Quantity/volume

Proportional reasoning

Sophistication of Strategies

• Range of sophisticationMatching strategyAdditive strategyAdvanced strategy

• Cycles of problem solving96% advanced or

additive, but nearly all begin with matching

Detectable via both observations and data mining

Case Study

• Player begins with matching strategy:

Row # Event Piece RoundSuccessful placement?

Elapsed time

1 piecepress track4 1 n/a 7.161

2 piecedrop track4 1 wrong 7.272

3 piecepress track4 1 n/a 8.172

4 piecedrop track4 1 success 10.2

Case Study

• Continues matching strategy, then switches to additive:

Row # Event Piece RoundSuccessful placement?

Elapsed time

5 piecepress Track8 2 n/a 22.09

6 piecedrop Track8 2 success 24.101

7 piecepress track7 2 n/a 25.329

8 piecedrop track7 2 success 26.942

9 piecepress track1 2 n/a 28.503

10 piecedrop track1 2 wrong 28.711

11 piecepress track1 2 n/a 29.099

12 piecedrop track1 2 success 30.91

Case Study• Continues additive strategy, then clears and switches to

advanced:

Row # Event Piece RoundSuccessful placement?

Elapsed time

13 piecedrop track5 5 success 280.019

14 piecepress track4 5 n/a 282.065

15 piecedrop track4 5 success 283.587

16 clear n/a 5 n/a 285.864

17 piecepress track6 5 n/a 289.234

18 piecedrop track6 5 success 290.996

19 piecepress track5 5 n/a 291.982

20 piecedrop track5 5 success 293.233

Sophistication of Strategies

Shifts in strategy detectable in online tracking data via: Clusters of errors Using “clear” button Not having necessary pieces available

Cross-Platform Learning

• How does learning from multiple media platforms compare to learning from a single medium?

Problem SolvingPretest-posttest effects:• Cyberchase users improved more than control

group• Effects often strongest and most consistent for DVD

+ Web group

Cross-Platform LearningPerformance in Web games

Sophistication of Strategy

Number Correct

0

0.5

1

1.5

2

2.5

3

3.5

4

4.5

Railroad Repair Sleuths on the L oose Pour T o Score

Web Only

A ll Materials

0

5

10

15

20

25

30

35

Railroad Repair Sleuths on the L oose Pour T o Score

Web Only

A ll Materials

Motivation

• In two of three Cyberchase Web games, All Materials group was significantly more likely than Web Only to continue playing beyond the end of the game.

ConclusionsGames and problem solving:• Naturalistic, out-of-school context for mathematical reasoning• Data mining captures rich processes of reasoning

Cross-platform learning:• Stronger pre-post effects• Transfer of learning across media platforms

Richer engagement Facilitate transfer? Surface structure similarity

• Enhanced motivation Fits Hidi and Renninger’s (2006) four-stage model of interest

development

Potential for convergent media…?