Using Game Play to Diagnose and Remediate Students' Misconceptions in Solving Equations
Abstract
During the reporting period we focused on conducting an error analysis of students game play data and redesigning the game levels based on the types of errors students were making. The error analysis examined students step-by-step process of simplifying exponent expressions. The majority of errors were related to the misapplication of the power rule, incorrect transformation between exponent and root forms, apparent confusion involving the negative sign and expressions raised to a power, and the misapplication of the negative exponent rule. These errors were the basis for redesigning the game levels and assessments. The new game level design focuses on (a) exponent to root transformations, (b) the negative exponent rule, and (c) the power rule. Sets of game levels have been designed to structure game play to emphasize varied practice and reflection. The revised design also includes a self-explanation prompt to emphasize reflection and a challenge problem that gives students only a single chance to solve the problem (which also serves as an in-game measure of learning). Next steps include implementing the revised game design and updating the pretest and post-test to match the game levels, gathering data on the revised game, and publishing the work in a book chapter.
Document Details
- Document Type
- Technical Report
- Publication Date
- Jul 21, 2015
- Accession Number
- ADA626371
Entities
People
- Gregory Chung
- Joseph Chavez
Organizations
- California State University, San Bernardino