Name
Abstract | ||
|---|---|---|
We present a new framework describing how teachers use ST Math, a curriculum-integrated, year-long educational game, in 3rd-4th grade classrooms. We combined authentic classroom observations with teacher interviews to identify teacher needs and practices. Our findings extended and contrasted with prior work on teachers' behaviors around classroom games, identifying differences likely arising from a digital platform and year-long curricular integration. We suggest practical ways that curriculum-integrated games can be designed to help teachers support effective classroom culture and practice.
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Year | DOI | Venue |
|---|---|---|
2019 | 10.1145/3290605.3300658 | CHI |
Keywords | Field | DocType |
classroom integration, educational games, k12, teachers | Computer science,Educational game,Curriculum,Mathematics education,Multimedia | Conference |
ISBN | Citations | PageRank |
978-1-4503-5970-2 | 1 | 0.36 |
References | Authors | |
0 | 6 | |
Name | Order | Citations | PageRank |
|---|---|---|---|
| Zhongxiu Peddycord-Liu | 1 | 1 | 0.36 |
| Veronica Cateté | 2 | 13 | 4.31 |
| Jessica Vandenberg | 3 | 1 | 4.42 |
| Tiffany M. Barnes | 4 | 9 | 2.06 |
| Collin Lynch | 5 | 460 | 58.33 |
| Teomara Rutherford | 6 | 10 | 3.74 |