Elon Langbeheim

The difficulties experienced by many students in mathematics are characterized by anxiety and lack of motivation to learn. Intrinsic and even extrinsic integration of play, can influence students' attitudes and increase their motivation to learn. The purpose of this study was to examine the effect of external integration of play as a break between exercises in a computer-based tutorial on the topic of fractions. We hypothesized that compared to non-game-based learning, students' perseverance in solving math exercises would increase, which is reflected in performing more questions while investing sufficient time in solving the problems. Our pilot study compares the number practice questions solved between two groups of 5th graders: 30 students in the play condition, and 33 in the control condition. The results show that there is no significant difference in the number of questions answered in each condition, but that integrating play moderates the differences between motivated and less motivated students.