RELATIONSHIP BETWEENRELATIONSHIP BETWEEN
GAMES WITHGAMES WITH (^)
THE COGNITIVE THEORYTHE COGNITIVE THEORY
(LEV VYGOTSKY)(LEV VYGOTSKY)
Collaborative learning : Players watch and help each other,
making it easier to understand difficult concepts. If a
player struggles with ratios, another player can explain or
demonstrate, helping them learn.
Gradual skill-building through game levels : The game
starts with simple coordinate selection, then moves to
more complex ratio-solving and proportion verification.
Encouraging self-correction and reflection : If a player gives
the wrong ratio or proportion calculation, they lose a turn,
encouraging self-monitoring and critical thinking. Over
time, they internalize math strategies rather than relying
on direct instruction.
Collaborative learning : Players watch and help each other,
making it easier to understand difficult concepts. If a
player struggles with ratios, another player can explain or
demonstrate, helping them learn.
Gradual skill-building through game levels : The game
starts with simple coordinate selection, then moves to
more complex ratio-solving and proportion verification.
Encouraging self-correction and reflection : If a player gives
the wrong ratio or proportion calculation, they lose a turn,
encouraging self-monitoring and critical thinking. Over
time, they internalize math strategies rather than relying
on direct instruction.
Vygotsky emphasized social learning and scaffolding, meaning
children learn best when guided by more capable peers or
teachers within their Zone of Proximal Development (ZPD), which
is the space between what they can do alone and what they can
achieve with help.
Vygotsky emphasized social learning and scaffolding, meaning
children learn best when guided by more capable peers or
teachers within their Zone of Proximal Development (ZPD), which
is the space between what they can do alone and what they can
achieve with help.