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Open-Ended Mathematics Learning: Implications From the Design of a Sandbox Game
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Author(s): Matheus A. Cezarotto (New Mexico State University, USA), Pamela N. Martinez (New Mexico State University, USA), Ruth Constansa Torres Castillo (New Mexico State University, USA), Theodore Stanford (New Mexico State University, USA), Christopher Engledowl (Lastinger Center for Learning, University of Florida, USA), Germain Degardin (University of New Mexico, USA)and Barbara Chamberlin (New Mexico State University, USA)
Copyright: 2024
Volume: 14
Issue: 1
Pages: 19
Source title:
International Journal of Game-Based Learning (IJGBL)
DOI: 10.4018/IJGBL.337795
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Abstract
Mathematical learning has an important role and is often prioritized in education. In K-16 education, algebra is one of the most vital mathematical content domains: it represents one of the top barriers for students pursuing a postsecondary education. Game-based learning has been effective in fostering classroom math learning environments that are collaborative and focused on conceptual understanding. Sandbox games provide open-ended learning environments where players can set their own goals and level of effort. As part of the project “Math Snacks,” the team designed Agrinautica, a sandbox game to enable constructivist-informed early algebra learning. This article identifies design recommendations for creating meaningful sandbox games for learning, considering students' and teachers' needs. Researchers discuss the decisions to create a sandbox game and describe challenges inherent in math learning through sandbox-type gameplay. This study provides impact results from a large-scale study of users of the game, and shares recommendations for developing future sandbox learning games.
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