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The effects of an educational video game on mathematical engagement


In an effort to maximizing success in mathematics, our research team implemented an educational video game in fifth grade mathematics classrooms in five schools in the Eastern US. The educational game was developed by our multi-disciplinary research team to achieve a hypothetical learning trajectory of mathematical thinking of 5th grade students. In this study, we examined overall engagement and three sub-domains of engagement as outcome variables after ten sessions of treatment with fifth grade students. The results showed that both male and female the video game group had slight increases in all engagement levels while students, particularly male, in the paper-and-pencil drill group displayed large decreases in all engagement levels. Implications of the study are 1) more fine-grained evidence of engagement in three sub-domains after implementing an educational video game, and 2) a consideration of gender differences in engagement levels in mathematics in the adoption of a video games.

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This material is based upon work supported by the National Science Foundation (NSF) under Grant No. DRL-1118571. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of NSF.

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Correspondence to Mido Chang.

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Chang, M., Evans, M.A., Kim, S. et al. The effects of an educational video game on mathematical engagement. Educ Inf Technol 21, 1283–1297 (2016).

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  • Educational video game
  • Mathematics engagement
  • Behavioral engagement
  • Emotional engagement
  • Cognitive engagement
  • Gender difference