Motivating students in mathematics through a process of different steps that will lead them to better outcomes in the subject. The results support the thesis because the students are learning different information about geometry to help them excel in the game and get to the end on the game board. It helps to build your understand how to recognize different shapes and angles that you would see everyday.

It will give students a better understanding about geometry which will further there knowledge on understanding how to use geometry in everyday life. The only real problem was getting the students to try and identify the angles that were given in the experiment.

Geo-Trivia

Three subjects were used the trial of the game. They were recruited based on their knowledge of geometry. The conditions were set in a room where they had the game set in front of them to see how they would play the game without nay instructions. The demographics of the subjects had to be teenagers of any age.

I used a graph with trials of the three different players. The game was presented as a regular board game. The responses were measured based on the amount of questions they would get right, wrong or the questions that they passed on.

I didn’t really base the experiment off of a certain condition.

Playing the game with the players each player had their turn and I would record if they got the question right, wrong or if they passed on a question. I also recorded which player knew more information on the subject from the other players. The average person got about 20-25 of the questions right being that there were 30 questions total in the round.

Within the different groups the teens that were in high school and understood these questions were the ones that knew ore information about what the questions were asking and also the teens that knew just some information about the subject at least got about 30% of the questions right.

The game was trying to show the teens how much information did they really retain about geometry. The interaction in the game was among the people that were playing the game. It was in a playful setting even though it was a learning experience on its own.

Social and cognitive are the most affective by the game design. It worked out that they became a little competitive due to the fact that you had to reach a certain ending point in the game. The design plays the role of giving the players the thrill of a board game but also allowing them to something school related.

Three players play in the game at a time. The players interact competitively in the game.

The objective of the game is to answer as many questions right as you can so that you can move your game piece to the end of the game board, completing the trial. The game objective does enforce the learning objective because it helps the players reach to a certain point in the game.

There aren’t really that many rules to the game. The only rule may be that you have to pick one card up at a time before you can move your game piece. It complements the game because you cannot cheat by moving your piece ahead of another person without answering the question right.

The items in the game are the game pieces and the cards that you have to coincide with each other. Answering the question right are wrong exchanges whether your piece will move or not.

There may not be any conflict only of there if conflict between the questions that are being answered. It creates a place where the other person cannot cheat unless they figure out a way to move the piece without answering the question right. The game ends when the first person reaches the end block on the game board. There is no main character, but instead there are players that compete against each other.

My population of interest would fall around High School Sophomores.  The age group would fall under 15-16.We would recruit them from class based on how well do in geometry. If they were not doing well, like really struggling then we would advise them to try something fun like the game that is being invited.

The students that have a 75% or higher on their test don’t need to play the game if they don’t want to. The students are diverse so there is no favoritism or singling out. The get motivate because they would probably get motivated from wanting to do better or earning a certificate saying you did excellent.