Online game-generated feedback as a way to support early algebraic reasoning

This study explores the potential of game-generated feedback to support primary school students' problem solving processes in non-routine contextual number problems with interrelated values. The students were invited to play an online game at home that was extended with some additional problems. A paper-and-pencil test was used as a pre and posttest and special software monitored the online computer activity. The data analysis showed that game-generated feedback supported students in detecting and correcting their errors. The students were more successful in problem solving in the online game than in the paper-and-pencil condition where no feedback was available. Another result was that the students performed better in the posttest than in the pretest and verified their answers more often. This last finding suggests that game-generated feedback stimulated student-generated feedback.