Math fluency through game design

Abstract

Our goal in this research is to create a comprehensive framework establishing guidelines for the design of math fluency games for adult learners. Our user-centered design approach consisted of focus groups with students, faculty, and administrators from a two-year and a four-year institution to probe more deeply into the ways students perceive the value of math in everyday activities. Using our comprehensive focus group protocol, we evaluated users' perception and understanding of culture-based mathematics to determine value-laden game designs that will promote math fluency among developmental math students. During these sessions, we collected quantitative and qualitative data in the form of survey data, play-test data, and field notes. The data speak to various issues such as games as a learning tool, interests and mismatches between designers and the target audience. Moving forward, our research will provide future directions for defining holistic usability by integrating user-centered design and game design. © 2013 Springer-Verlag Berlin Heidelberg.