EJMT Abstract

The purpose of this study was to determine whether a highly interactive 3-D video game, Dimension-M can achieve the goal of not only positively influencing middle school student achievement in mathematics, but also positively influencing their attitude. A Middle School in south eastern United States created a mathematics remediation course called Virtual Math for students who achieved below proficient levels on their state end-of-grade mathematics exams. Achievement and attitude data was collected for 28 sixth to eighth grade students in Virtual Math. Following a pre-test and pre-attitude survey, students played the game’s Tutorial mission and the Xeno Island mission, which addressed the concepts of prime numbers, even and odd patterns, and perfect squares. Students received no direct mathematics instruction during the treatment period in order to test the impact of the game alone. Following the treatment, a post-test and post-attitude survey were administered. Students displayed a significant gain in achievement but no significant differences were detected between their pre- and post-attitude surveys. An interview with the tutor assigned to the students, the school’s math coach, and the principal of the school, indicated a positive impact on students’ mathematics performance in their regular math classes as well as a positive impact on students’ self-efficacy in mathematics. The results of the study imply that Dimension-M can potentially have a positive impact on student achievement and that students respond enthusiastically to the video game environment.