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Serious games, gamification, primary education, mathematics education, teachers, academic performance
Alvarez, J., & Djaouti, D. (2012). Serious games: An introduction. Éditions Questions Théoriques. http://bit.ly/3gVVAZY
Baroody, A.J., Bajwa, N.P., & Eiland, M. (2009). Why can’t Johnny remember the basic facts? Developmental Disabilities Research Reviews, 15(1), 69-79. https://doi.org/10.1002/ddrr.45
Baroody, A.J., Eiland, M.D., Purpura, D.J., & Reid, E.E. (2013). Can computer-assisted discovery learning foster first graders’ fluency with the most basic addition combinations? American Educational Research Journal, 50(3), 533-573. https://doi.org/10.3102/0002831212473349
Boendermaker, W.J., Veltkamp, R.C., & Peeters, M. (2017). Training behavioral control in adolescents using a serious game. Games for Health Journal, 6(6), 351-357. https://doi.org/10.1089/g4h.2017.0071
Carvalho, C.V., Rodríguez, M.C., Nistal, M.L., Hromin, M., Bianchi, A., Heidmann, O., Tsalapatas, H., & Metin, A. (2018). Using video games to promote engineering careers. The International Journal of Engineering Education, 34(2), 388-399. http://bit.ly/3qjVwET
Chauhan, S. (2017). A meta-analysis of the impact of technology on learning effectiveness of elementary students. Computers & Education, 105, 14-30. https://doi.org/10.1016/j.compedu.2016.11.005
Clark, D.B., Tanner-Smith, E.E., & Killingsworth, S.S. (2016). Digital games, design, and learning: A systematic review and meta-analysis. Review of Educational Research, 86(1), 79-122. https://doi.org/10.3102/0034654315582065
Cohen, J. (1988). Statistical power analysis for the behavioral sciences. L. Erlbaum Associates. https://bit.ly/3uE1kfh
Council of Chief State School Officers (Eds.) (2020). Preparing america’s students for college & career. Common core state standards initiative. http://bit.ly/2XFRaMc
Cozad, L. (2019). Effects of a digital mathematics fluency program on the fluency and generalization of learners. [Doctoral Dissertation, The Pennsylvania State University]. http://bit.ly/3qkbnDE
Cress, T. (2019). Influence of the reflex math fact fluency program on math scores. [Doctoral Dissertation, Walden University]. http://bit.ly/3sryn5x
Del-Moral, M., & Fernández, L.C. (2015). Videojuegos en las aulas: Implicaciones de una innovación disruptiva para desarrollar las Inteligencias Múltiples. Revista Complutense de Educación, 26, 97-118. https://doi.org/10.5209/rev_RCED.2015.v26.44763
Duncan, G.J., Dowsett, C.J., Claessens, A., Magnuson, K., Huston, A.C., Klebanov, P., Pagani, L.S., Feinstein, L., Engel, M., Brooks-Gunn, J., Sexton, H., Duckworth, K., & Japel, C. (2007). School readiness and later achievement. Developmental Psychology, 43(6), 1428-1446. https://doi.org/10.1037/0012-1649.43.6.1428
Fernández-Robles, J.L., Gaytán-Lugo, L.S., Hernández-Gallardo, S.C., & García-Ruíz, M.A. (2019). La alfabetización cuantitativa en estudiantes de tercer grado de primaria a través de un juego serio. Revista Latinoamericana de Tecnología Educativa, 18(1), 131-147. https://doi.org/10.17398/1695-288X.18.1.131
Field, A. (2018). Discovering statistics using IBM SPSS statistics. Sage.
Filella, G., Pérez-Escoda, N., & Ros-Morente, A. (2017). Evaluación del programa de educación emocional ‘Happy 8-12’ para la resolución asertiva de los conflictos entre iguales. Electronic Journal of Research in Education Psychology, 14(40), 582-601. https://doi.org/10.25115/ejrep.40.15164
Fisher, D., Frey, N., & Hattie, J. (2020). The distance learning playbook, grades K-12: Teaching for engagement and impact in any setting. Corwin Press. https://bit.ly/33wqrEG
Foegen, A., & Deno, S.L. (2001). Identifying growth indicators for low-achieving students in middle school mathematics. The Journal of Special Education, 35(1), 4-16. https://doi.org/10.1177/002246690103500102
Fritz, C.O., Morris, P.E., & Richler, J.J. (2012). Effect size estimates: Current use, calculations, and interpretation. Journal of Experimental Psychology. General, 141(1), 2-18. https://doi.org/10.1037/a0024338
Geary, D.C. (2011). Cognitive predictors of achievement growth in mathematics: A 5-year longitudinal study. Developmental Psychology, 47(6), 1539-1552. https://doi.org/10.1037/a0025510
Gómez-García, S., Planells-de-la-Maza, A.J., & Chicharro-Merayo, M. (2016). ¿Los alumnos quieren aprender con videojuegos? Lo que opinan sus usuarios del potencial educativo de este medio. Educar, 53(1), 49-66. https://doi.org/10.5565/rev/educar.848
Hamari, J., Koivisto, J., & Sarsa, H. (2014). Does gamification work? - A literature review of empirical studies on gamification. 2014 47th Hawaii International Conference on System Sciences, 3025-3034. https://doi.org/10.1109/HICSS.2014.377
Hieftje, K., Pendergrass, T., Kyriakides, T.C., Gilliam, W., & Fiellin, L. (2017). An evaluation of an educational video game on mathematics achievement in first grade students. Technologies, 5(2), 30. https://doi.org/10.3390/technologies5020030
Kaufman, D. (2013). Videogames in education - comparing students’, student teachers’ and master teachers opinions and experiences. In O, Foley, M.T, Restivo, J. Uhomoibhi, & M. Helfert (Eds.), Proceedings of the 5th International Conference on Computer Supported Education - Volume 1: CSEDU (pp. 101-105). CSEDU. https://doi.org/10.5220/0004383701010105
Kling, G., & Bay-Williams, J.M. (2014). Assessing basic fact fluency. Teaching Children Mathematics, 20(8), 488-497. https://doi.org/10.5951/teacchilmath.20.8.0488
Lamb, R.L., Annetta, L., Firestone, J., & Etopio, E. (2018). A meta-analysis with examination of moderators of student cognition, affect, and learning outcomes while using serious educational games, serious games, and simulations. Computers in Human Behavior, 80, 158-167. https://doi.org/10.1016/j.chb.2017.10.040
Marín-Díaz, V., Morales-Díaz, M., & Reche-Urbano, E. (2019). Educational possibilities of video games in the primary education stage according to teachers in training. A case study. Journal of New Approaches in Educational Research, 8(1), 42-49. https://doi.org/10.7821/naer.2019.1.330
McGonigal, J. (2011). Reality is broken: Why games make us better and how they can change the world. Penguin. https://stanford.io/3xWkgaW
Meiri, R., Levinson, O., & Horowitz-Kraus, T. (2019). Altered association between executive functions and reading and math fluency tasks in children with reading difficulties compared with typical readers. Dyslexia, 25(3), 267-283. https://doi.org/10.1002/dys.1624
Mellado, R., Melgarejo, B., Velasquez, C., Cubillos, C., Roncagliolo, S., & Gonzalez, N. (2018). ROLE video game tool for teaching myths and legends to school basic students. 2018 37th International Conference of the Chilean Computer Science Society (SCCC), 1-8. https://doi.org/10.1109/SCCC.2018.8705258
Michael, D.R., & Chen, S.L. (2006). Serious games: Games that educate, train and inform. Thomson Course Technology. https://bit.ly/3uFzQWz
Pérez-Manzano, A., & Almela-Baeza, J. (2018). Gamificación transmedia para la divulgación científica y el fomento de vocaciones procientíficas en adolescentes. [Gamification and transmedia for scientific promotion and for encouraging scientific careers in adolescents]. Comunicar, 55, 93-103. https://doi.org/10.3916/C55-2018-09
Pires, A.C., González-Perilli, F., Baka?a, E., Fleisher, B., Sansone, G., & Marichal, S. (2019). Building blocks of mathematical learning: Virtual and tangible manipulatives lead to different strategies in number composition. Frontiers in Education, 4, 1-11. https://doi.org/10.3389/feduc.2019.00081
Romero-Rodríguez, L., & Torres-Toukomidis, A. (2018). Con la información sí se juega: Los newsgames como narrativas inmersivas transmedias. En A. Torres-Toukomidis & L. Romero-Rodríguez (Eds.), Gamificación en Iberoamérica. Experiencias desde la comunicación y la educación. Abya-Yala. https://bit.ly/2TLCK8O
Rosenthal, J.A. (1996). Qualitative descriptors of strength of association and effect size. Journal of Social Service Research, 21(4), 37-59. https://doi.org/10.1300/J079v21n04_02
Sánchez-Huete, J.C. (2013). Métodos de investigación educativa. Punto Rojo. https://bit.ly/3tFYZ1X
Sarrell, D. (2014). The effects of reflex math as a response to intervention strategy to improve math automaticity among male and female at-risk middle school students. [Doctoral Dissertation, Liberty University]. http://bit.ly/3qiFdYV
Stieler-Hunt, C., & Jones, C.M. (2015). Educators who believe: Understanding the enthusiasm of teachers who use digital games in the classroom. Research in Learning Technology, 23, 1-14. https://doi.org/10.3402/rlt.v23.26155
Teixes, F. (2015). Gamificación: Fundamentos y aplicaciones. UOC. https://bit.ly/2SzJoEc
Van-der-Ven, F., Segers, E., Takashima, A., & Verhoeven, L. (2017). Effects of a tablet game intervention on simple addition and subtraction fluency in first graders. Computers in Human Behavior, 72, 200-207. https://doi.org/10.1016/j.chb.2017.02.031
Wouters, P., van-Nimwegen, C., van-Oostendorp, H., & van-der-Spek, E.D. (2013). A meta-analysis of the cognitive and motivational effects of serious games. Journal of Educational Psychology, 105(2), 249-265. https://doi.org/10.1037/a0031311
Zagal, J.P., & Altizer, R. (2014). Examining «RPG elements»: Systems of character progression. In M. Mateas, T. Barnes, & I. Bogost (Eds.), Proceedings of the 9th International Conference on the Foundations of Digital Games, FDG 2014, Liberty of the Seas, Caribbean, April 3-7, 2014. https://bit.ly/3oEhli9
Zagalo, N. (2010). Alfabetización creativa en los videojuegos: Comunicación interactiva y alfabetización cinematográfica. [Creative game literacy. A study of interactive media based on film literacy experience]. Comunicar, 35, 61-68. https://doi.org/10.3916/C35-2010-02-06