White Paper
Using Amplify Games to improve middle
school students’ skills in math and science
Originally released by Amplify, April 2015
Re-released by Touch Press Inc., October 2015
Touch Press Games—formerly known as Amplify Games— is a suite of innovative learning games
that can be purchased by schools, districts and other educational programs via Amplify. This
paper describes how Touch Press Games (previously Amplify Games) differentiates math and
science activities to engage students of varying abilities.
The Touch Press/Amplify portfolio of STEM games connects middle school students to learning
experiences that foster their engagement with mathematics and science. These games apply
current math standards and concepts from the Next Generation Science Standards to promote
proficiency for all students, including those who are traditionally underrepresented in STEM
disciplines. They encourage middle school students to play on their own time and on their
own terms, providing a nurturing environment that keeps them working on math and science
regardless of how they initially perceived their abilities, and enabling them to develop greater
confidence in those abilities.
Changing the “I’m not so smart in math and science ” mindset
Amplify’s math and science games are designed to engage students by meeting them where
they are, encouraging the kind of persistence that promotes a growth mindset toward learning
(Dweck 2006). Carol Dweck’s research on growth and fixed mindsets is rooted in repeated
studies that show that people with a growth mindset are more successful learners than those
with a fixed mindset. People with a growth mindset believe that intelligence is an attribute
that develops over time with hard work and persistence. Those with a fixed mindset believe
that intelligence is an unchanging attribute and do not want to risk failure by trying again. This
research debunks the fixed mindset idea that people are either “smart” or “not so smart” in
mathematics or science. Designed to help students develop a growth mindset in math and
science, the Amplify math and science games have the promise of engaging marginalized
groups of students who do not feel socially entitled to success in these areas. This includes
girls, students of color, non-native English speakers and students with learning disabilities.
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Success in math and science
Studies abound documenting the gender gap in mathematics and science across all
ethnic and socioeconomic strata. While studies of girls’ abilities in mathematics cite no
statistically significant differences between the sexes (Linn & Hyde 2005), women remain
underrepresented at the highest levels of mathematics, physics and engineering (Hyde et
al.2008; Beede et al. 2011). A 2010 study using a large nationally representative sample of
US children documents the emergence of a substantial gender gap in mathematics in the
early years of schooling (Fryer & Levitt 2010). This study reports that while there are no
mean differences between girls and boys upon entry to kindergarten, girls lose ground in
mathematics achievement and performance relative to boys over the first six years of school.
After exploring a large number of possible explanations, one dominant theory suggests that
there is less time investment by girls in math, coupled with lower parental, and sometimes
teacher expectations for their math achievement (Fryer & Levitt 2010; Lavy & Sand 2015). The
Amplify portfolio of math games has the potential to increase girls’ time investment in math by
engaging them after school, in games they will want to stick with.
The gender gap favoring boys in science achievement has been documented as early as 9
years old, and becomes more pronounced as students progress from middle to high school
years. White and Asian-American middle school students also demonstrate greater science
gains over their Latino and African-American counterparts (Muller et al. 2001). Growth rates
for science achievement are directly related to the amount of science work exposure student
groups experience. This science exposure includes but is not limited to coursework. The pivotal
time for fostering science persistence in all students remains the eighth grade (Thom 2001;
Jesse 2006; NSF 2011). These data show a decline in interest in mathematics and science by
the time girls and minority boys reach middle school. Amplify aims to mitigate the achievement
gap through science and math game design that encourages students to keep working, playing
these games during and outside of school.
The importance of differentiation
Every game in Amplify’s portfolio relies on differentiated learning to teach math and science
concepts. Differentiation is an educational philosophy explaining that students require different
instructional practices based on their varying background knowledge, learning profiles,
abilities, interests and language. The goal of differentiation is to engage all learners through
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multiple approaches, tasks and activities (Koch 2013, 115). Differentiated instruction is based
on the understanding that students who are the same age differ in their readiness to learn.
These differences impact the pace at which they learn and the types of support they need
(Tomlinson & McTighe 2006). Students learn best when learning opportunities are natural,
and for many middle-schoolers, game playing is a natural part of their day. The design of the
Amplify math and science games uses these principles of differentiation. The games allow
students to go at their own pace and offer students at all background levels the opportunity for
success and challenge in a safe, playful environment. The student who may dislike and have
low self-esteem in math and science has the chance to play a game and overcome the “I am not
good at math or science” fixed mindset attitude described by Dweck’s research (2006). The
math and science student who is bored in the classroom has the chance to dive deeply into
the content at the highest levels of game play. This is accomplished through game design that
enables the user to become familiar with the protocols of the game and advance at his or her
own pace. Experts on gaming explain that good games operate at the edges of a user’s abilities,
offering some challenge, but also remaining doable (Gee 2003). In this way, games encourage
users to solve problems and derive pleasure from their experiences.
Good games are described as those that help players initially construct generalizations about
what works to solve the problem. This is evident in the Amplify math game Twelve a Dozen
Edu, as players use their understanding of order of operations to solve puzzles that save the
world. This game begins simply, gradually introducing the user to more game dynamics as
the story proceeds. Ordering the problems in a way that compels users to proceed and does
not frustrate them is a characteristic of good games (Gee 2003) and a dominant feature
of the math and science games. Well-designed games can lead to a “cycle of expertise”
(Bereiter & Scardamalia 1993). These games allow players to have a degree of mastery, and
then they are faced with a new problem that forces them to rethink their former mastery and
establish new skills leading to new mastery (Gee 2003). This feature can help users of Amplify’s
math and science games develop game expertise and become more proficient in math and
science at the same time.
Common Core math and Amplify Games
Education researchers, policy makers and practitioners consider algebra the key gatekeeper
to advanced mathematics achievement and post high school success. As such, Common
Core guidelines strongly emphasize math concepts identified as necessary prerequisites for
algebra proficiency, specifically highlighting order of operations, fractions and factoring as
necessary skills for algebra readiness (Wimberly & Noeth 2005: Stein et al. 2011; Bush & Karp
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2013; National Governors Association 2010; Bottoms 2003). Mastery of order of operations
is considered a priority before algebraic study and the lack of it even contributes to common
computational errors found in beginner and remedial college-level algebra students
(Welder 2007; Booth 1984; Pinchback 1991). Faced with an equation that includes multiple
mathematical operations, students tend to tackle the computational tasks left to right as in
reading, ignoring the importance of brackets for interpreting the operation sequence (Welder
2007; Linchevski 1991). Amplify uses its game platform to drive students to more closely
examine the order of operations in math equations. For example, in Twelve a Dozen Edu,
properly completing a sequence of mathematical operations leads to success in game play and
level advancement.
Preparation for algebra also requires a focus on fractions. Manipulation of fractions gives
students ease with numerical computation, helping them transition to working with abstract
algebraic symbols (Wu 2001). Furthermore, understanding fractions is key to understanding
proportional reasoning, important for developing the relational thinking inherent in algebra
(Singh 2000). Key student difficulties in understanding fractions are: applying the four basic
operations to fractions, simplifying fractions and rewriting improper fractions as mixed
numbers (Brown & Quinn 2006). The Amplify game Mlob Rule offers students stimulating and
fun scenarios for combining fractions represented by cute mathematical blobs to create whole
numbers. It helps students to practice and master basic operations, simplify fractions and
rewrite improper fractions as mixed numbers.
To manipulate fractions, students must show factoring mastery. The concept of least common
multiples is required for adding fractions and is predicated on understanding factoring
concepts like determining the greatest common factor, least common multiple and prime
factorization of numbers (Bottoms 2003). The Amplify game FAKTR seeks to provide a strong
foundation for more advanced numerical manipulations through practice with factoring at
different levels.
Amplify math games also help students develop skills in other middle school Common Core
topics, such as geometry. In the Crafty Cut game users produce two-dimensional shapes
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from an array of three-dimensional geometric solids. In “create” mode students explore threedimensional objects made of different materials like jade, wood, plastic and gold, enabling them
to visualize the geometric shapes as objects in the real world. These examples illustrate that
students can deepen their understanding of the concepts while having fun playing the games
in a less pressured, out-of-school environment. Math is the tool the students use to achieve the
goals of the game. The games are designed to encourage students to challenge themselves as
they seek more difficult levels of play. This built-in differentiation favors both the hesitant math
learner and the students who excel in these subjects.
The Next Generation Science Standards and Amplify Games
The Next Generation Science Standards (NGSS), published in 2013, represent a national
collaboration of scientists, science educators and educational leaders in 26 states. These
standards are guidelines for precollege science education and include three strands of
science learning. These include science and engineering practices, disciplinary core ideas and
crosscutting concepts. The crosscutting concepts represent themes that are embedded in
all science disciplines. Following the framework of the Next Generation Science Standards,
Amplify addresses the crosscutting concepts embedded in life science disciplinary core ideas.
The games invite users to explore the concepts of cause and effect, structure and function, and
systems and system models (NGSS Lead States 2013, Vol 2 79). Structure and function relates
to how the shape or design of an object or living thing determines many of its properties and
functions. The systems and system models specify the boundaries of a living or mechanical
system and how models of that system further understanding of its function. Cause and
effect relationships may be used to predict phenomena in natural systems (NGSS Lead States
2013, Vol 1 223). These concepts emerge throughout the science games as students play
with models of natural structures and systems that can be manipulated for optimal function.
These crosscutting concepts have value because they help students to make connections to
other disciplines and deepen their understanding of the science content (NGSS Lead States
2013). The science games, while exploring key science concepts, model cause and effect,
structure and function, and systems and system models. They 1) examine the immune system
by fighting off invading bacteria (Cell Strike); 2) regulate plant and animal metabolism by
controlling the function of organic systems (MetaboSIM); 3) control the biotic and abiotic
factors in an ecosystem (Habitactics); 4) regulate the function of an ant colony to ensure its
survival and (TyrAnt); and 5) repair damage that has been done to a living plant or animal cell
by understanding the function of its organelles (Sim Cell).
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The science content embedded in these games is described by the Life Science Disciplinary
Core Ideas for middle school grades. These core ideas guide the middle school science
curriculum and are applied in the science games. According to the NGSS, this content area is
best taught by developing and using models. It is exactly these visual and manipulative models
that are created by the Amplify science games MetaboSIM, Sim Cell and Cell Strike. Similarly,
in TyrAnt, game players manage the overall health of a colony of ants. They manipulate
the environment to reach the optimal conditions required for the ant colony’s survival and
reproduction. While playing Habitactics, students gain a better understanding of the food chain
and of interactions among organisms across multiple ecosystems. Users have the ability to
experiment with various attributes of the habitat models without fear of failure. These games
are low risk, and there is always a “do over” option for optimizing results.
Through these games students manipulate variables as they develop and use models. They are
required to analyze their data as they play and design optimal solutions to problems posed in
the games. In this way, they model science practices, a defining component of the NGSS. The
iterative nature of the scenarios mimics the practice of science as students experiment with
the variables in each game context. The results of their choices cause them to either try again
or move to the next level of play.
Games for learning math and science
Developed to help students solve problems, the games also promote science and math learning
by the option of playing with peers. Middle school students who enjoy socializing need only
Wi-Fi access to connect with one another in their homes either virtually or face to face to share
strategies and have contests. This collaborative game playing necessitates talking about the
math or science concepts, which are the tools for game success. Both Common Core Math and
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the NGSS emphasize the importance of talking about math and science respectively in order to
develop deep understanding of the content.
In the science and math games, the principles of choice and reward, the ability to select the
challenge level and go back and try again enhance the users’ sense of personal competence
and eliminates a fear of failure (Dweck 2006; Tomlinson & McTighe 2006). By applying
concepts from the Common Core math standards and the Next Generation Science Standards
and using game strategies that differentiate learning in a nonthreatening environment,
Amplify’s games have the potential to impact all middle school students’ understanding of
math and science.
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