Reimagining the Math Classroom through the Integration of Transformationally Play-Based Narrative Video Games

Abstract

Traditionally, many math classrooms focus on mathematical procedural knowledge and expect students to take that knowledge and know when and how to apply it to problem-solving situations. Consequently, this leads to a belief that being “good” at mathematics involves memorizing those specific procedures and arriving at the correct answer. Through a review of work written on two exemplar educational videogames, The Adventures of Jasper Woodbury and Quest Atlantis, I suggest a list of design commitments and features necessary for video games to support transforming classrooms to uplift all students as mathematically capable. I discuss what the role of the teacher may look like if such video games are integrated into the classroom and how these features may look to evolve to continue supporting all students. Finally, I address concerns around the design and implementation of transformationally play-based narrative-based video games and their place in the classroom as a tool to help transform what it means to do math.