From Research to Prototypes: Developing a Digital Game to Foster Fraction Equivalence

The document presents the conceptual design of a digital game prototype intended to teach fraction equivalence by linking part-whole and magnitude representations of fractions. Its central argument is that most existing fraction games address equivalence through matching tasks that are not intrinsically tied to core fraction concepts, whereas the proposed "wheel of fractions" mechanic allows equivalence to emerge from the geometry of play. In this mechanic, a spiked wheel whose circumference matches the length of a number line is rolled along the line, puncturing it into equal segments. When the spike counts coincide, as with two and four spikes meeting at 1/2 and 2/4, learners can observe equivalence directly rather than being asked to match symbols.

The design features described include dynamic segmentation, colour-coded punctures, and parallel number lines that reinforce the relationship between pie-chart and number-line representations. A second gameplay loop rewards accurate estimations, with players earning additional spikes for responses within a 2% error margin, which are then used to segment the line further. The authors are explicit that the work covers conceptual design and prototype features only, and that empirical evidence on usability and educational effectiveness has yet to be gathered.

The stated plan is to evaluate the prototype with late primary and early secondary students, examining its design affordances and its impact on fraction understanding. The intended audience and scope therefore centre on upper primary and lower secondary mathematics instruction, with the research grounded in game design scholarship for instructional designers and in mathematics education work on problem solving. The document's contribution is best understood as a design proposal awaiting validation rather than a report of measured outcomes.