Session Information
| Title | MathLand: A Gamified Content Delivery Method for Mathematics Students Who Struggle |
| Presenter(s) | Kate Fanelli |
| Time | Thursday, October 16, 3:00p-4:00p |
| Location | Ballroom |
| Format | Speaker |
| Description | I taught high school mathematics to students with severe emotional impairments in a center-based program for 13 years. Using a gamified program I called "MathLand" for the last five years, I saw increased attendance, skill acquisition and standardized test scores. Students stayed in class, looked forward to showing new learning, and passed math class. Although my students received special education services, they were on a diploma track and accountable for the same skills and credits as their general education peers. They achieved below grade level in mathematics (average grade level was 10.2, average achievement level was 5.5) and, although my students were generally capable, many struggled to function in school because of their emotional issues, which frequently manifested as school or work avoidance, acting-out behaviors, lack of focus, learned helplessness and/or poor relationships with school personnel. 87% of students at my school received free or reduced lunch. 90% carried a psychiatric diagnosis, and 68% took medication(s). 25% of our students had a history of court-involved placements or interventions. I struggled with continuity (attendance is a major problem), skill mastery (the tendency was toward work production rather than learning), and motivation (students showed minimal motivation to do endless piles of work). I wanted students to be more self-directed, independent, and focused on forward movement and skill development. Gamification refers to the use of game mechanics in a non-game environment. My gamified system, which I called "MathLand," involved a cycle of formative assessment, self-assessment, and summative assessment to help students learn, check for their own understanding, and demonstrate both long and short-term mastery. Points were awarded for passing mastery tests, and final grades were based on number of points earned. The system was reinforced by the use of student avatars, which earned status and tracked student movement on an avatar board that was displayed in the classroom. This presentation will describe basic elements of the program (alignment to standards, lesson/practice/mastery), the grading system (cumulative point system), and assessment mechanisms (formative and summative). Learn game design elements used to maintain student engagement and program structure, pros and cons of this program, and implications for instruction and classroom management. |