Integrating Music into Math in a Virtual Reality Game: Learning Fractions
Fengfeng Ke, Educational Psychology and Learning Systems, Florida State University, Tallahassee, FL, United States ; Taehyeong Lim, Florida State University, Tallahassee, FL, United States ; Sungwoong Lee, Emporia State University, Emporia, KS, United States
International Journal of Game-Based Learning Volume 7, Number 1, ISSN 2155-6849 Publisher: IGI Global
The purpose of this study was to investigate future teachers' experiences and perceptions of using a virtual reality game for elementary math education. The virtual reality game was designed and developed to integrate a musical activity (beat-making) into the math learning of fractions. Five math education major students participated in this study. Participants' perceptions, experiences, and interactions regarding the game were examined through observation, screen recording, survey, and interviews. A thematic analysis found three major themes: Transformative presentation of fractions via musical concepts, integration of music into math to enhance learner motivation, and learning-constructive game design features. The findings showed that the concept of fractions is effectively represented via beat-making in the virtual reality game. The study also illustrated that musical term clarification and adaptive, haptic manipulation are salient design features that influence game-based learning.
Ke, F., Lim, T. & Lee, S. (2017). Integrating Music into Math in a Virtual Reality Game: Learning Fractions. International Journal of Game-Based Learning, 7(1), 57-73. IGI Global.