### Abstract

**Background:**

Many students struggle with algebra variable concept learning. Although comparison and game-challenge are effective strategies, to date, few studies focus on their interaction effects on students' learning of algebra variable concepts.**Material and methods:**

A mini learning system was developed to support the learning activities. A 2 × 2 factorial design was used, and 86 students were invited to participate in the experimental instruction and assigned to four groups: comparison with game-challenge, comparison, game-challenge, and control.**Results:**

The results showed that (1) a significant interaction effect on the students’ algebra variable learning achievement: the comparison with game-challenge group performed significantly better than the comparison group and the game-challenge group respectively; (2) a significant interaction effect on the students’ algebra learning attitude: the comparison with game-challenge group responded significantly more positive to algebra learning than the comparison group and the game-challenge group respectively; (3) a significant interaction effect on the students’ meta-cognitive awareness: the comparison with game-challenge group reported significantly higher scores than the comparison group and the game-challenge group respectively.**Conclusions:**

The combined strategy is proposed, and it could effectively enhance students’ learning achievement, learning attitude, and meta-cognitive awareness in algebra variable learning.

### License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, Volume 13, Issue 6, June 2017, 2627-2644

https://doi.org/10.12973/eurasia.2017.01244a

Publication date: 15 Jun 2017

Article Views: 3019

Article Downloads: 1186

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