<p> Developmental math currently poses a hurdle that many community college students are unable to overcome. Eighty percent of developmental math students do not successfully complete any college-level course within three years (Bailey, Jeong, & Cho, as cited by Strother, Van Campen & Grunow, 2013, p. 1). Despite numerous reform attempts, there has been a lack of consistent improvement and a lack of understanding regarding which methods are the most successful and the reasons why. Faculty need a new pedagogy to connect with developmental math students and effectively engage them in order to improve student learning outcomes. Proponents regard game-based learning as a way to leverage the intense engagement of video games in an educational context to increase engagement, increase the amount of time on task, and improve overall student success metrics. </p><p> The author has reviewed the studies and the evidence; weighed the value and legitimacy of the studies; synthesized the weight of the evidence of introducing a game-based learning pedagogy, and then examined the potential efficacy of game-based learning in the developmental math environment. The author has created an evidence-based implementation plan to incorporate game-based learning into developmental math education in a way that has the highest potential to improve student learning. </p><p> Key words: Game-based learning, gaming, serious games, developmental math, developmental education reform, innovation.</p>
| Identifer | oai:union.ndltd.org:PROQUEST/oai:pqdtoai.proquest.com:3619513 |
| Date | 18 June 2014 |
| Creators | Wilson, Monique |
| Publisher | University of Maryland University College |
| Source Sets | ProQuest.com |
| Language | English |
| Detected Language | English |
| Type | thesis |
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