Enhancing algorithmic reasoning and critical thinking through game- based learning: A graph theory approach

Krishna Kumari Renganathan; Janaki karuppiah; Jeyanthi Lakshminarayanan; Mahimairaj Pathinathan

doi:10.31893/multirev.2024233

Keywords:

graph theory

game-based learning

critical thinking

Abstract

In recent years, the educational landscape has witnessed a transformative shift with the emergence of game-based learning (GBL) as a dynamic and effective strategy. This innovative educational approach engages students in a captivating manner, fostering the acquisition of essential skills vital for their intellectual growth. Among these skills are problem-solving, critical thinking, and algorithmic reasoning, which play pivotal roles in preparing students for the challenges of the modern world. This research article takes a pioneering step by delving into the integration of graph theory concepts into educational games. This approach is conceived as a novel method to amplify cognitive skills, offering a unique blend of theoretical knowledge and practical application. Graph theory, renowned for its abstraction and representation of relationships between entities, brings a fresh dimension to the educational gaming experience, promising enhanced learning outcomes for students. The core objective of this study is to meticulously explore the impact of graph-based educational games on students' overall learning outcomes. Furthermore, the research endeavors to assess how these immersive games contribute to the development and application of algorithmic thinking in real-world scenarios. By seamlessly integrating graph theory into the fabric of educational games, this study aims to uncover the potential synergies between engaging gameplay and the cultivation of critical cognitive skills.
References
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This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

How to cite

Renganathan, K. K., karuppiah, J., Lakshminarayanan, J., & Pathinathan, M. (2024). Enhancing algorithmic reasoning and critical thinking through game- based learning: A graph theory approach. Multidisciplinary Reviews, 7(10), 2024233. https://doi.org/10.31893/multirev.2024233

[1] Battista, M. T., Wheatley, G. H., & Talsma, G. (2003). The importance of spatial visualization and cognitive development for geometric reasoning in the middle grades. Mathematics Teaching in the Middle School, 5(5), 324-329. https://doi.org/10.5951/MTMS.5.5.0324

[2] Blum, E. K., and Dunne, P. E. (1989). Enhancing logical reasoning and problem-solving skills in students through graph theory. Journal of Educational Research, 82(4), 235-241. https://doi.org/10.1080/00220671.1989.10885886

[3] Clark, D. B., Tanner-Smith, E. E., & Killingsworth, S. S. (2016). Digital games, design, and learning: A systematic review and meta-analysis. Review of Educational Research, 86(1), 79-122. https://doi.org/10.3102/0034654315582065

[4] Clark, D. B., Tanner-Smith, E. E., and Killingsworth, S. S. (2018). Digital games, design, and learning: A systematic review and meta-analysis. Review of Educational Research, 86(1), 79-122. https://doi.org/10.3102/0034654315582065

[5] Dossey, J. A. (2000). Mathematics education in the United States 2000: A capsule summary fact book. ERIC Clearinghouse for Science, Mathematics, and Environmental Education.

[6] Gee, J. P. (2003). What video games have to teach us about learning and literacy. Palgrave Macmillan.

[7] Gee, J. P. (2005). Learning by design: Good video games as learning machines. E-learning and Digital Media, 2(1), 5-16.

[8] Gee, J. P. (2007). What video games have to teach us about learning and literacy. Palgrave Macmillan.

[9] Hamari, J., Shernoff, D. J., Rowe, E., Coller, B., Asbell-Clarke, J., and Edwards, T. (2016). Challenging games help students learn: An empirical study on engagement, flow and immersion in game-based learning. Computers in Human Behavior, 54, 170-179. https://doi.org/10.1016/j.chb.2015.07.045

[10] Hwang, G. J., Wu, P. H., and Chen, C. C. (2013). An online game approach for improving students' learning performance in web-based problem-solving activities. Computers and Education, 59(4), 1246-1256. https://doi.org/10.1016/j.compedu.2012.05.009

[11] Ke, F. (2015). Designing and integrating purposeful learning in game play: A systematic review. Educational Technology Research and Development, 64(2), 219-244. https://doi.org/10.1007/s11423-015-9418-1

[12] Lee, H. S., Lee, J. K., and Ha, M. H. (2015). The effects of using graph theory on students’ understanding of networks in biology. Journal of Biological Education, 49(3), 243-249. https://doi.org/10.1080/00219266.2014.944590

[13] Marji, R., Beqiri, G., and Abdullahi, M. (2017). Enhancing students’ understanding of network analysis and graph algorithms through hands-on activities. Journal of Computer Science Education, 26(3), 217-234. https://doi.org/10.1080/08993408.2017.1304080

[14] National Research Council. (2012). Education for life and work: Developing transferable knowledge and skills in the 21st century. National Academies Press.

[15] Papastergiou, M. (2009). Digital game-based learning in high school computer science education: Impact on educational effectiveness and student motivation. Computers and Education, 52(1), 1-12. https://doi.org/10.1016/j.compedu.2008.06.004

[16] Plass, J. L., Homer, B. D., & Kinzer, C. K. (2015). Foundations of game-based learning. Educational Psychologist, 50(4), 258-283. https://doi.org/10.1080/00461520.2015.1122533

[17] Shaffer, D. W. (2006). How computer games help children learn. Macmillan.

[18] Squire, K. (2011). Video games and learning: Teaching and participatory culture in the digital age. Teachers College Press.

[19] Su, C. Y., Cheng, Y. W., & Lin, C. Y. (2014). Development of problem-solving skills and teaching strategies in game-based learning environments. Educational Technology & Society, 17(3), 65-75. https://www.jstor.org/stable/jeductechsoci.17.3.65

[20] Tüzün, H., Yılmaz-Soylu, M., Karakuş, T., İnal, Y., and Kızılkaya, G. (2009). The effects of computer games on primary school students' achievement and motivation in geography learning. Computers and Education, 52(1), 68-77. https://doi.org/10.1016/j.compedu.2008.06.008

[21] Van Eck, R. (2006). Digital game-based learning: It's not just the digital natives who are restless. EDUCAUSE Review, 41(2), 16-30.

[22] Vos, N., van der Meijden, H., and Denessen, E. (2011). Effects of constructing versus playing an educational game on student motivation and deep learning strategy use. Computers and Education, 56(1), 127-137. https://doi.org/10.1016/j.compedu.2010.08.013

[23] World Economic Forum. (2020). The future of jobs report 2020. World Economic Forum.

Abstract

References

How to cite