IJSSER

Title: Improving Mathematics Performance in Algebra by Using A Videogame Style Points-Based Feedback System
Authors: John Leddo, Varsha Mupparaju and Robert Roskowski
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John Leddo, Varsha Mupparaju and Robert Roskowski MyEdMaster, Herndon, Virginia, USA
MLA 8 Leddo, John, et al. "Improving Mathematics Performance in Algebra by Using A Videogame Style Points-Based Feedback System." Int. j. of Social Science and Economic Research, vol. 9, no. 5, May 2024, pp. 1550-1558, doi.org/10.46609/IJSSER.2024.v09i05.015. Accessed May 2024. APA 6 Leddo, J., Mupparaju, V., & Roskowski, R. (2024, May). Improving Mathematics Performance in Algebra by Using A Videogame Style Points-Based Feedback System. Int. j. of Social Science and Economic Research, 9(5), 1550-1558. Retrieved from https://doi.org/10.46609/IJSSER.2024.v09i05.015 Chicago Leddo, John, Varsha Mupparaju, and Robert Roskowski. "Improving Mathematics Performance in Algebra by Using A Videogame Style Points-Based Feedback System." Int. j. of Social Science and Economic Research 9, no. 5 (May 2024), 1550-1558. Accessed May, 2024. https://doi.org/10.46609/IJSSER.2024.v09i05.015.
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ABSTRACT: Researchers have found that using videogame-based learning has not only led students to be more engaged in the classroom, but also perform better on exams. These researchers have generally focused on variables such as design of content and interactivity for the video games themselves. The present paper follows up our previous research (Somayyajula, Gajula and Leddo, 2019) that shows that awarding points for correct solutions to math problems boosted performance in elementary school students. In the present study, we performed a similar intervention with middle and high school students who solved algebra problems. A total of 28 Participants were asked to solve 20 algebra problems involving mixtures (an application of systems of linear equations) that were delivered via software. Two versions of the software were used. In one version, Participants were told simply whether they gave the correct answer after each problem. In the other, Participants were not only told whether they gave the correct answer but were also given 100 points for each correct answer and shown their cumulative point totals. Participants who received points scored, on average, 47% higher than those who received no points. Results extend our previous work and suggest that the points motivated the Participants to perform better, suggesting an easy and inexpensive way to boost educational achievement.

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