Relevant Literature

Games and educational games
  • Barab, S.A., Scott, B., Siyahhan, S., Goldstone, R., Ingram-Goble, A., Zuiker, S.J., Warren, S. Transformational play as a curricular scaffold: using videogames to support science education. Journal of Science Education and Technology 18(4), 305 (2009).
  • Clark, D.B., Tanner-Smith, E.E., Killingsworth, S.S. Digital games, design, and learning: a systematic review and meta-analysis. Review of Educational Research 86(1), 79–122 (2016).
  • Crocco, F., Offenholley, K., Hernandez, C. A proof-of-concept study of game-based learning in higher education. Simulation & Gaming 47(4), 403–422 (2016).
  • Deterding, S., Dixon, D., Khaled, R., Nacke, L. From game design elements to gamefulness: defining gamification. In: Proceedings of the 15th International Academic MindTrek Conference: Envisioning Future Media Environments, pp. 9–15. ACM (2011)
  • Habgood, M.J., Ainsworth, S.E. Motivating children to learn effectively: exploring the value of intrinsic integration in educational games. J. Learn. Sci. 20(2), 169–206 (2011).
  • Hwang, G.J., Wu, P.H., Chen, C.C. An online game approach for improving students learning performance in web-based problem-solving activities. Comput. Educ. 59(4), 1246–1256 (2012).
  • Ke, F. Designing and integrating purposeful learning in game play: a systematic review. Educ. Technol. Res. Dev. 64(2), 219–244 (2016).
  • Lobel, A., Engels, R.C., Stone, L.L., Burk, W.J., Granic, I. Video gaming and childrens psychosocial wellbeing: a longitudinal study. J. Youth Adolesc. 46(4), 884–897 (2017).
  • Lomas, D., Patel, K., Forlizzi, J.L., Koedinger, K.R. Optimizing challenge in an educational game using large-scale design experiments. In: Proceedings of the SIGCHI Conference on Human Factors in Computing Systems, pp. 89–98. ACM (2013).
  • Mayer, R.E. Computer Games for Learning: An Evidence-Based Approach. MIT Press, Cambridge (2014).
  • Riconscente, M.M. Results from a controlled study of the ipad fractions game motion math. Games Cult. 8(4), 186–214 (2013).
  • Schell, J. The Art of Game Design: A Book of Lenses. CRC Press, New York (2014).
  • Suh, S., Kim, S.W., Kim, N.J. Effectiveness of MMORPG-based instruction in elementary english education in Korea. J. Comput. Assist. Learn. 26(5), 370–378 (2010).
  • Tabbers, H.K., de Koeijer, B. Learner control in animated multimedia instructions. Instruc. Sci. 38(5), 441–453 (2010).
  • Wouters, P., Van Oostendorp, H. Instructional Techniques to Facilitate Learning and Motivation of Serious Games. Springer, Cham (2016).
  • Yip, F.W., Kwan, A.C. Online vocabulary games as a tool for teaching and learning english vocabulary. Educ. Media Int. 43(3), 233–249 (2006).
Self-regulation, motivation and student agency
  • Cordova, D.I., Lepper, M.R. Intrinsic motivation and the process of learning: beneficial effects of contextualization, personalization, and choice. Journal of Educational Psychology 88(4), 715 (1996).
  • Flowerday, T., Shell, D.F. Disentangling the effects of interest and choice on learning, engagement, and attitude. Learn. Ind. Differ. 40, 134–140 (2015).
  • Lomas, J.D., Koedinger, K., Patel, N., Shodhan, S., Poonwala, N., Forlizzi, J.L. Is difficulty overrated?: the effects of choice, novelty and suspense on intrinsic motivation in educational games. In: Proceedings of the 2017 CHI Conference on Human Factors in Computing Systems, pp. 1028–1039. ACM (2017).
  • Malone, T.W. Toward a theory of intrinsically motivating instruction. Cogn. Sci. 5(4), 333–369 (1981).
  • Ryan, R.M., Rigby, C.S., Przybylski, A. The motivational pull of video games: a self-determination theory approach. Motiv. Emot. 30(4), 344–360 (2006).
  • Sawyer, R., Smith, A., Rowe, J., Azevedo, R., Lester, J. Is more agency better? The impact of student agency on game-based learning. In: Andre, E., Baker, R., Hu, X., Rodrigo, M.M.T., du Boulay, B. (eds.) AIED 2017. LNCS, vol. 10331, pp. 335–346. Springer, Cham (2017).
  • Snow, E.L., Allen, L.K., Jacovina, M.E., McNamara, D.S. Does agency matter? Exploring the impact of controlled behaviors within a game-based environment. Comput. Educ. 82, 378–392 (2015).
  • Zimmerman, B.J. Self-efficacy: an essential motive to learn. Contemp. Educ. Psychol. 25(1), 82–91 (2000).
  • Zimmerman, B.J. Investigating self-regulation and motivation: historical background, methodological developments, and future prospects. Am. Educ. Res. J. 45(1), 166–183 (2008).
Learning Decimals literature
  • Glasgow, R., Ragan, G., Fields, W.M., Reysi, R., Wasman, D. The decimal dilemma. Teach. Child. Math. 7(2), 89 (2000)
  • Isotani, S., McLaren, B.M., Altman, M. Towards Intelligent tutoring with erroneous examples: a taxonomy of decimal misconceptions. In: Aleven, V., Kay, J., Mostow, J. (eds.) ITS 2010. LNCS, vol. 6095, pp. 346–348. Springer, Heidelberg (2010).
  • Stacey, K., Helme, S., Steinle, V. Confusions between decimals, fractions and negative numbers: a consequence of the mirror as a conceptual metaphor in three different ways. In: PME Conference, vol. 4, pp. 4–217 (2001).
  • Thipkong, S. & Davis, E.J. (1991). Preservice teacher's misconceptions in interpreting and applying decimals. School Science and Mathematics, 9, 93-99. (Considerable difficult that both adults and children have difficulty with decimals; A catalog of decimal misconceptions)
  • Swan, M. (1983). Teaching decimal place value: A comparative study of "conflict" and "positive only" approaches. Nottingham: Shell Centre for Mathematical Education.
  • Steinle, V. (2004). Detection and remediation of decimal misconceptions. In B. Tadich, S. Tobias, C. Brew, B. Beatty, & P. Sullivan (Eds.), Towards Excellence in Mathematics (pp. 460-478). Brunswick: The Mathematical Association of Victoria.
  • Steinle, V. & Stacey, K. (1998). The incidence of misconceptions of decimal notation amongst students in grades 5 to 10. In C. Kanes, M. Goos and E. Warren (Eds), Teaching Mathematics in New Times. Proceedings of the 21st Annual Conference of MERGA, (2) 548-555. Brisbane: MERGA.
  • Steinle, V., & Stacey, K. (1998a). Students and decimal notation: Do they see what we see? Paper presented at the Thirty-fifth Annual Conference of the Mathematical Association of Victoria. The Mathematical Association of Victoria, Brunswick, Vic.
  • Standiford, S. N., Klein, M. F., & Tatsuoka, K. K. (1982). Decimal fraction arithmetic: Logical Error Analysis and Its validation. Research report - University of Illinois at Urbana-Champaign.
  • Stacey, K., Helme, S., Steinle, V., Baturo, A., Irwin, K., & Bana, J. (2001). Preservice teachers' knowledge of difficulties in decimal numeration. Journal of Mathematics Teacher Education, 4(3),205-25.
  • Stacey, K., Helme, S., & Steinle, V. (2001). Confusions between decimals, fractions and negative numbers: A consequence of the mirror as a conceptual metaphor in three different ways. In M. v. d. Heuvel-Panhuizen (Ed.), Proceedings of the 25th Conference of the International Group for the Psychology of Mathematics Education (Vol. 4, pp. 217-224). Utrecht: PME.
  • Stacey, K. & Steinle, V. (1998). Refining the classification of students' interpretations of decimal notation. Hiroshima Journal of Mathematics Education, 6, 49-69.
  • Stacey, K., & Steinle, V. (1999). A Longitudinal study of children's thinking about decimals: A preliminary analysis. Paper presented at the 23rd Conference of the International Group for the Psychology of Mathematics Education, Haifa, Israel.