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Using Web-Based Computer Games to Meet the Demands of Today’s High-Stakes Testing
Abstract
The State of Virginia’s Standards of Learning (SOL) curriculum identifies specific objectives for each grade level in the subjects of reading, math, science, and social studies, and assesses student mastery of those objectives at targeted grade levels. The third-grade social studies curriculum and test represent a particular challenge for teachers because they cover information taught from kindergarten through third grade over a wide variety of topics, including Ancient Civilizations, Famous Americans, Civics, Famous Explorers, and U.S. Holidays. To assist one school in reviewing for the third-grade exam, the first author developed a Web-based review tool using the formats of the popular television game shows Who Wants to Be a Millionaire? and Jeopardy! that actively engaged students in reviewing social studies material. This mixed-method study used both a quasi-experimental and a qualitative approach. In the quasi-experimental design, scores of students in one third-grade class who used the game to review for the SOL test were compared to scores of students in another class who reviewed for the exam using more traditional methods. Students in the Web-review treatment were extensively observed, recorded, and analyzed. Students in the Web-based review treatment did score higher in the SOL exam than students in the control group, but not significantly so. However, more importantly, the games promoted higher order learning outcomes such as increased meaningful dialogue among students and the identification of student misconceptions, both of which contributed to deeper student understanding.
... Although only few authors have developed game for educational purposes and tested their impact (e.g. McDonald and Hannafin, 2003;Ando and Harrington, 2006;Zyda, 2007), in particular a math game (Vogel et al., 2006), a review of 30 online games dealing with mathematics has already analyzed different changes in motivation and cognition when playing these specific games (Erickson, 2015). For instance, McDonald and Hannafin (2003) focused on a television game show called "Who Wants to Be a Millionaire" for exam preparation. ...
... McDonald and Hannafin, 2003;Ando and Harrington, 2006;Zyda, 2007), in particular a math game (Vogel et al., 2006), a review of 30 online games dealing with mathematics has already analyzed different changes in motivation and cognition when playing these specific games (Erickson, 2015). For instance, McDonald and Hannafin (2003) focused on a television game show called "Who Wants to Be a Millionaire" for exam preparation. Another researcher stressed a game that focused on prevocational math education to improve students' skills in proportional reasoning (ter Vrugte et al., 2015). ...
The purpose of this evaluation study is to address the impact of an educational game for strengthening mathematical skills and knowledge. Within this framework the study deals with the appropriateness of specific game elements corresponding to the success of a math game taking 65 Austrian players and a control group of 41 players of a different game into account. While an exploratory factor analysis confirms the validity and reliability of the 30-item scale, linear regression analyses illustrate the significant positive impact of the game's flow to its success. An independent t-test as well as an ANOVA demonstrate no significant differences between genders. However, a Kruskal-Wallis test stresses that the game elements are significantly important for different age-groups. In addition, the results show that the game elements should be chosen carefully with respect to the educational objectives. This impact study supports the positive research stream referring to the high potential of games as an educational instrument in math education.
... Different researches point to the relevance that video games are taking in support of learning (e.g. [10], [11]), and children present more interest in learning activities, due to their interactive and playful nature (e.g. [10], [11]). ...
... [10], [11]), and children present more interest in learning activities, due to their interactive and playful nature (e.g. [10], [11]). Some papers propose that video games improve the development of certain fundamental strategies for learning, such as problem solving, sequencing, deductive reasoning and memorization, and in general, make cooperative problem solving and learning easier (e.g. ...
Serious games designed with a pedagogical purpose are useful didactic tools to reinforce the teaching-learning process of the students and to support the teaching methods of the teachers. The present work is part of a project involving research in education and technology that will result in the proposal of an educational program based on mobile learning for elementary school students of 5th and 6th grades enrolled to the Secretariat of Public Education (SEP) of Mexico. The main objective of the program is to use mobile serious games with didactic and pedagogical purposes as learning tools that stimulate: Visual perception, auditory perception, strengthen attention and visual memory to improve skills for literacy, logical activities and student reasoning. For the educational part of the program, the mobile learning model FRAME (The Framework for the Rational Analysis of Mobile Education) is used and for the technological part of the program a mobile cloud computing architecture is proposed for administration, monitoring and analysis of data obtained from the mobile serious games.
... Although only few authors have developed game for educational purposes and tested their impact (e.g. McDonald and Hannafin, 2003;Ando and Harrington, 2006;Zyda, 2007), in particular a math game (Vogel et al., 2006), a review of 30 online games dealing with mathematics has already analyzed different changes in motivation and cognition when playing these specific games (Erickson, 2015). For instance, McDonald and Hannafin (2003) focused on a television game show called "Who Wants to Be a Millionaire" for exam preparation. ...
... McDonald and Hannafin, 2003;Ando and Harrington, 2006;Zyda, 2007), in particular a math game (Vogel et al., 2006), a review of 30 online games dealing with mathematics has already analyzed different changes in motivation and cognition when playing these specific games (Erickson, 2015). For instance, McDonald and Hannafin (2003) focused on a television game show called "Who Wants to Be a Millionaire" for exam preparation. Another researcher stressed a game that focused on prevocational math education to improve students' skills in proportional reasoning (ter Vrugte et al., 2015). ...
The purpose of this evaluation study is to address the impact of an educational game in strengthening mathematical skills and knowledge. Within this framework, the study deals with the appropriateness of specific game elements corresponding to the success of a math game, taking 65 Austrian players and a control group of 41 players of a different game into account. While an exploratory factor analysis confirms the validity and reliability of the 30-item scale, linear regression analyses illustrate the significant positive impact of the game's flow to its success. An independent t-test as well as an ANOVA demonstrate no significant differences between genders. However, a Kruskal-Wallis test stresses that the game elements are significantly important for different age-groups. In addition, the results show that the game elements should be chosen carefully with respect to the educational objectives. This impact study supports the positive research stream referring to the high potential of games as an educational instrument in math education.
... La limitada literatura existente sobre videojuegos y enseñanza del patrimonio tiende a enfocarse en una definición restrictiva de aprendizaje, entendida como la adquisición de contenido. La mayoría de los estudios hasta la fecha se han centrado en el conocimiento adquirido por los estudiantes al completar algún juego en particular (McDonald y Hannafin, 2003;Squire et al., 2008). Por ejemplo, Moshirnia e Israel (2010) adaptaron versiones de juegos comerciales populares con fines "educativos" para ayudar a los estudiantes a adquirir conocimientos de contenido. ...
Research on the interaction of students with educational video games that integrate elements of cultural heritage remains limited. Generally, studies focus on the mediation of educators in this interaction or on the direct analysis of the games. This has created a gap in our understanding of the meanings that students develop on their own while playing these video games. This study, based on qualitative interviews, examines the video game franchise Assassin's Creed, which recreates various historical periods and cultures through detailed narratives and settings. Participants indicated that the game offered them an immersive perspective on cultural heritage, different from the traditional educational experience in classrooms. They expressed a personal connection with non-playable characters (NPCs) and gained a more detailed and realistic understanding of the diverse perspectives in these natural, cultural, and social environments. Furthermore, they were willing to let their perceptions of cultural heritage be shaped by the game and reflected on the ethical and social implications of heritage representation in digital media. However, they showed a tendency to overlook opportunities for a more critical and in-depth analysis of these digital experiences. This highlights the need to explore strategies to foster a critical approach in the study of gaming experiences and underscores the importance of strengthening the human connection with heritage in heritage education.
... Based on the reported findings, Inquiry-Based Learning doesn't only benefit the learners but the teachers as well particularly in developing teacher self-efficacy and the openness of teacher towards Inquiry-Based Learning is the key in using it as the method of teaching in the classroom [14]. ...
The main concern of this study was to determine the effectiveness of using Inquiry-Based Learning as a strategy in teaching Earth and Life Science among Grade 11 learners. There were two groups consisting of (30) Grade 11 learners in each group. The control group was taught Earth and Life Science using the traditional method and the experimental group was taught using the Inquiry-Based Learning Approach. Frequency, percentage and t-test were used to analyze data at 0.05 level of significance. The results showed that both groups are equivalent on their prior knowledge in Earth and Life Science at the start of the study. T-test results also revealed that both the traditional method and the Inquiry-Based Learning Approach are effective in teaching Earth and Life Science among Grade 11 learners however those learners who were taught using Inquiry-Based Learning Approach obtained a significantly higher mean gain scores. These results led to the conclusion that integrating Inquiry-Based Learning Approach is more efficient and effective method of instruction in teaching Earth and Life Science than using the lecture method alone.
... This pattern solidifies the relationship and role definition between teachers and students. Compared with the traditional teaching method, games including digital games, card games, board games, simulation, and other games play a more and more indispensable role in teaching practice (Gaudart, 1999;Huang & Levinson, 2012;Levine et al., 1980;McDonald & Hannafin, 2003;Watson et al., 2011). However, different games have the different contexts, and produce the different effects. ...
Using games to teach is an interesting and worthwhile practice; however, the couplet game has not been described before. In this study, first-year students played a couplet game with their teacher at the end of the course. Each student was asked to summarize and write individual opinions on human geography in one keyword; then, the teacher wrote the corresponding or matching keywords. Analyzing the correspondences and the contrasts between couples of words, the students showed an improved understanding of human geography. The results suggested that the couplet game elicited students' creative and independent thinking. This method can also be applied to other fields. ARTICLE HISTORY
... It can be useful in the classroom by promoting curiosity, helping communicate, creating teaching tools and helping students to express themselves [6]. Working with ICT allows more opportunities for young students to work creatively with ideas and to engage in higher-order thinking [8]. Thus, students need to be able to make effective use of these technologies in the digital world. ...
... In order to ensure such active involvement, stakeholders such as the MoNE, universities, and teacher-educators should develop and employ new policies and projects that involve ICT teachers in the decision-making and planning processes. Moreover, given students' interests in computer games, as found in this study, research may be conducted that looks at ways of using educational computer games in the classroom (Hainey et al., 2011;McDonald & Hannafin, 2003;Mitchell & Fox, 2001). Finally, considering the rapid development of technology and its indispensability in education, ICT teachers should be provided with regular in-service training to allow them to keep up with cutting-edge technology. ...
... This could take place for learning by using a number of questions that are cited and could be analyzed based on the effects and use of gamebased learning devices and student achievement academically by future researchers. Again, to learn more about the effectiveness of game-based learning beyond motivation and engagement, future researchers may wish to look at stronger results for students' acquired skills and knowledge academically through structured tested assessments (McDonald and Hannafin, 2003). Perhaps the following questions may assist in these efforts. ...
... Many authors have analyzed the impact of games on problem solving skills. Some propose that games can promote higher order learning, such as increasingly meaningful dialogues among learners (McDonald & Hannafin, 2003). Other studies describe the positive effects of games on social skills (Pellegrini, Blatchford, & Kentaro, 2004). ...
Annual Review of CyberTherapy and Telemedicine (ARCTT) ISSN: 1554-8716 is published annually by the Interactive Media Institute (IMI), a 501c3 non-profit organisation, dedicated to the collaboration of interdisciplinary researchers from around the world to create, test, and develop clinical tools and protocols for the medical and psychological community. IMI realises that the mind and body work in concert to affect quality of life in individuals and works to develop technology that can be effectively used to improve the standards and reduce the cost of healthcare delivery worldwide.
... El reciente desarrollo y avance de la tecnología permite la utilización de nuevos dispositivos (hardware), nuevos lenguajes de programación y herramientas (software), y nuevos sistemas de comunicación y localización que sólo están disponibles recientemente. Diversos estudios señalan la relevancia que están tomando los videojuegos como apoyo al aprendizaje [56][57] [58]. Entre otras cosas, los videojuegos proveen mayor interés por parte de los niños, en las actividades de aprendizaje, debido a su carácter lúdico e interactivo [57] [58]. ...
Existe una necesidad real de contar con sistemas para que personas con discapacidad visual mejoren las habilidades de movilidad y orientación, es especial para que los niños puedan mejorar su autonomía en el futuro. Sin embargo, estos sistemas deben ser diseñados acorde a los objetivos, metodologías y recursos disponibles, así como también considerando los intereses y formas de interacción de los usuarios finales. Este trabajo presenta un modelo de desarrollo para aplicaciones móviles, basado en videojuegos, con sus principales características, que considera distintos niveles de abstracción y distintas etapas en el diseño y desarrollo de sistemas que permitan mejorar habilidades de movilidad y orientación.
... As for the effects of games on students' learning, it is indicated by McDonald and Hannafin (2003) that the biggest benefit is an increase in students' motivation and the way that the games seemed to stimulate student-centered learning and classroom discussion. Welldesigned educational games have the potential to transform Science, Technology, Engineering, and Mathematics (STEM) education teaching and learning because they can simulate realworld complexity and make students' learning more connected to their real lives (Spires, Rowe, Mott, & Lester, 2011). ...
In the era of media convergence, transmedia (cross-media/cross-platform/multi-platform) narratives are catering to users who are willing to immerse themselves in their favorite entertainment content. The inherent interactivity of the Internet and the emotional engagement of story can lead to innovative pedagogies in media rich environments. This paper focuses on Web-Based Transmedia Storytelling Edutainment as a pedagogical practice in higher education.
... However, Squire, DeVane, and Durga (2008) used video games among at-risk fifth and sixth graders to successfully advance student interest in social studies. Additional research in the area of video games and education showcase how senior citizens who played "Rise of Nations" improved memory, reasoning, and multitasking (Basak, Book, Voss, and Kramer 2008), and the use of online games promoted vocabulary acquisition among third graders, which improved student test scores and motivation (McDonald and Hannafin 2003). ...
Today's youth have grown up immersed in technology and are increasingly relying on video games to solve problems, engage socially, and find entertainment. Yet research and vignettes of teachers actually using video games to advance student learning in social studies is scarce (Hutchinson 2007). This article showcases how social studies teachers used the Age of Empires II: The Age of Kings in a seventh-grade world history class. On the basis of our experiences, we believe video games provide students with a digitally relevant world in which to explore abstract concepts and theories that are all too common in social studies. Outside of providing strategies and advice to teachers when integrating video games in the social studies, we identity challenges and issues inherent in their classroom use.
... The enormous impact of commercial games has attracted significant interest from educators and researchers in the Educational Science and Technology research area (Kirriemuir and McFarlane 2004). Analysis of the impact of games in education has found that games can promote higher order learning, such as an increase in meaningful dialogue between students (McDonald and Hannafin 2003), and that games can have an effect on social skills (Kirriemuir and McFarlane 2004). However, as Kirriemuir and McFarlane (2004) claim, the research evidence for the impact of games on learning is complex and has not been fully explored. ...
... The evidence supporting the use of games also is clear in the classroom. McDonald and Hannafin (2003) found that Web-based games not only increased student motivation, but they also prompted more discussion among peers and with teachers, which they believe led to deeper understanding of the materials and in turn produced higher achievement scores. For this reason it may be important for students to not only access the games through the iPod, but also that they be encouraged to discuss their progress and discoveries with their peers. ...
... As for the effects of games on students' learning, it is indicated by McDonald and Hannafin (2003) that the biggest benefit is an increase in students' motivation and the way that the games seemed to stimulate student-centered learning and classroom discussion. Welldesigned educational games have the potential to transform Science, Technology, Engineering, and Mathematics (STEM) education teaching and learning because they can simulate realworld complexity and make students' learning more connected to their real lives (Spires, Rowe, Mott, & Lester, 2011). ...
This research focuses on exploring the effects of game-based learning (GBL) and self-regulated learning (SRL) on promoting students' learning and the interactions between teachers, students and peers. The experiment designed for this study was conducted in the course of "Media Marketing Management". The effects of GBL, SRL, and their combination on the students' learning performances are analyzed with the quantitative and qualitative data of students' learning. Based on the results of this study, it is found that students who receive the combined teaching methods of web-mediated GBL and SRL have better learning performance than those receive traditional GBL in classroom, although insignificantly. Not only is the outcome of SRL and interactive learning improved, the efficiency of teaching is enhanced. The implications of this study are also discussed.
... One solution to this would be using a game clock or spreading the game across several class periods. McDonald and Hannafin's (2003) research illustrated that by using educational games as review tools, the students were more interested and engaged; when students are more interested and engaged they are more willing to devote time to learn a new subject. By taking advantage of the students' enjoyment, educators are able to create a balance between learning, challenge, and learner satisfaction (Yip & Kwan, 2006). ...
... In recent years, computer games are getting so much attention from kids and teenagers. A number of researchers [9] [10] have conducted studies on the use of computer games as an instructional tool. Furthermore, NCTM (2000) also agrees with this by stating that, "Technology is essential in teaching and learning of mathematics; it influences the mathematics that is thought and enhances students" learning" (p.24). ...
Misconceptions associated with numbers can be found along the way since mathematics exists. Students find it difficult to understand fractions when the mathematics curriculum is taught in English especially in Malaysia. Students have difficulties to tally with what they had learned in English when their native language is Bahasa Malaysia. Meanwhile teachers find it difficult to treat students' misconceptions in the classrooms. A multimedia courseware has been developed on the topic of fractions in order to assist students in understanding fractions. The objective of this paper is to report on the development of a multimedia courseware for primary school students on the topic of fractions. The development has also adopted a game-based learning method. The ADDIE Instructional Design Model is used in the development and tools used are VB.Net, Game Maker, Adobe Photoshop and Windows XP. An evaluation has been conducted. The evaluation was based on the usability criterion that is screen design, satisfaction and learnability. The result shows that students are satisfied with the design and find that the courseware is easy to learn. It is hoped that the courseware can improve learning by providing fun and out-of-classroom environment to the students at their own time and pace.
... Diverse authors have analyzed the impact of the games on education. To some of them, games can promote higher order learning, such as increased meaningful dialogues among learners (McDonald & Hannafin, 2003). Other studies describe the effects of games on social skills (Pellegrini et al., 2004). ...
This study describes and analyzes the design, development, application and evaluation of a new pedagogical methodology based on interactive games for mobile devices (PDAs). The methodology is oriented to developing problem-solving skills in science classes for 8 th graders, by including pre-classroom activities with the teacher, classroom activities, and a central activity using an interactive game for a mobile device. The core problem they had to solve through the game consisted in preserving and evolving different biological species from the animal kingdom, in an unknown and varying environment, by modifying some key factors for evolution of the species. The study was implemented in two main stages: a guided visit to a zoo observing animals directly, and a simulation game that takes place in the school during four weeks. Results show highly motivated learners with a fast adoption of mobile devices, fully engaged in a learning task without external control.
... He describes his thoughts as being "I wasn't so much sold on the idea that it was going to teach them any more than I could teach them … but I just looked at it as a way to kind of break up the normal routine of class." Research supports this assumption that games can lead to an increase in student motivation, student confidence, and in some cases, student learning (de Freitas, 2006;McDonald and Hannafin, 2003;Tüzün, Yilmaz-Soylu, Karakuş, İnal, & Kizilkaya, 2009). These benefits are often contrasted with real-world barriers in instructional settings, such as money (cost of hardware, software, and support) and content accountability (to students, administrators, parents, etc) (Gentile & Gentile, 2008;Zhao, 2007). ...
Educational video games are a current hot topic in educational technology, with many advocates who believe that most current, successful video games are already designed to foster in-game learning by players (Gee, 2007a; Gee 2007b; Prensky, 2006). The difficulty comes in successfully integrating games within a standardized curriculum. Expert teachers implementing games could be a good place to start for describing what successful game usage looks like, but the definition of what constitutes an “expert” teacher widely varies (Palmer, Stough, Burdenski, & Gonzales, 2005). This qualitative case study attempts to describe a single teacher’s experience in implementing the World War II game Making History across five years as he uses his teaching and game experience to evolve the brief use of the game within his high school world history class.
... Several studies have been conducted on digital educational games as instructional tools in schools, but most of them were not integrated into school lessons (e.g. Amory et al. 1999;Betz 1995;Illanas et al. 2008;Malouf 1988;McDonald and Hannafin 2003;Papastergiou 2009). Recently, there have also been attempts to integrate educational games with school lessons. ...
This article describes HOPSCOTCH, a design concept for an exer-learning game to engage elementary school children in learning. Exer-learning is a new genre of digital learning games that combines playing and learning with physical activity (exercise). HOPSCOTCH is a first design concept for exer-learning games that can be applied to support the acquisition of factual knowledge. HOPSCOTCH is based on the popular playground game in which a course is drawn on the pavement with numbers that indicate the course to be hopped. In two exploratory studies at a German elementary school, we investigated the potential of HOPSCOTCH to engage students, as well as to facilitate the acquisition of factual knowledge (English vocabulary) and to improve the attitudes of students towards learning English as a second language. The results of these studies indicated that the students remembered and correctly spelled about the same number of new vocabulary words after learning with HOPSCOTCH as they did after a teacher-centred lesson. Importantly however, the students enjoyed playing this exer-learning game very much and they reported better attitudes towards studying English after learning vocabulary with HOPSCOTCH compared to a teacher-centred lesson. These encouraging first results support the assumption that HOPSCOTCH as a design concept may have the potential to actively engage players in learning activities leading to a virtuous circle of reduced low level disruption and self-exclusion, increased assimilation of knowledge and greater engagement in lessons to the benefit of the whole class, not just the better-motivated individual. As such we suggest that exer-learning games could serve as additional classroom control and teaching aids in schools.
... The enormous impact of commercial games has attracted significant interest from educators and researchers in the Educational Science and Technology research area (Kirriemuir and McFarlane 2004). Analysis of the impact of games in education has found that games can promote higher order learning, such as an increase in meaningful dialogue between students (McDonald and Hannafin 2003), and that games can have an effect on social skills (Kirriemuir and McFarlane 2004). However, as Kirriemuir and McFarlane (2004) claim, the research evidence for the impact of games on learning is complex and has not been fully explored. ...
This paper describes a study of "Word Score", a serious game designed to extend the vocabulary of pupils in upper primary school in the Netherlands. Word Score was used in one school community as part of the national project "Educational Time Extension" (ETE). In ETE class time is extended beyond normal school hours with the aim of improving the learning outcomes of under-performing pupils. The study showed that the use of Word Score can be effective during ETE. The vocabulary of the pupils who played the game outside the regular class time significantly increased. The experiences of both pupils and teachers were very positive. The pupils liked playing Word Score and the teachers were very enthusiastic about the game and the pupils' results.
... Algunos de ellos señalan que los juegos pueden promover el desarrollo de habilidades cognitivas [15], [22], [8]. Otros estudios describen los efectos de los juegos en habilidades sociales [11] y de comunicación [9]. Algunos Capítulo 8 Videojuegos Móviles para Aprender y Pensar en Ciencias Jaime H. Sánchez, Mauricio A. Sáenz, y Alvaro L. Salinas L autores sintetizan los efectos de los juegos en educación como una vía para el aumento del aprendizaje, ya que estimulan la observación, experimentación y la creatividad [1]. ...
Este trabajo presenta las características y los resultados del uso de un video juego colaborativo para la resolución de problemas en el currículum de ciencias a nivel escolar. Se desarrollaron dos software para handhelds enmarcados en una metodología especialmente diseñada para el trabajo con alumnos y profesores. La usabilidad de los videojuegos fue evaluada, así como el impacto de su uso en el desarrollo de habilidades de resolución de problemas de los aprendices. Como resultado, se logró un alto grado de satisfacción de los usuarios con el producto final, participando motivada y activamente en las actividades con los videojuegos. Los resultados también indican que la experiencia contribuyó efectivamente al desarrollo y uso de habilidades de resolución de problemas en los alumnos.
... Algunos estudios apuntan a la importancia de jugar para mejorar las habilidades de resolución de problemas [10]. Otros estudios muestran que los videojuegos pueden ayudar a aumentar el diálogo entre los estudiantes [5], además de tener efectos positivos en las habilidades sociales [7]. Por otra parte, la posibilidad de utilizar los 2 videojuegos para el aprendizaje en contextos pedagógicos abre enormes oportunidades para acercar la educación a las experiencias de los estudiantes en su vida cotidiana, aumentando la motivación, el compromiso con el aprendizaje, y finalmente una mejor formación de los estudiantes acorde a nuevos estilos de aprendizaje [2]. ...
Resumen Presentamos el diseño, desarrollo y evaluación cognitiva inicial de un simulador basado en audio de un ambiente (AbES). Este software permite que un usuario ciego navegue a través de una representación virtual de un espacio real con el propósito de entrenarlo en sus habilidades de navegación. Nuestros resultados indican que los usuarios ciegos se sienten satisfechos y seguros de sí mismos al interactuar con la interfaz basada en audio y los sonidos embebidos les permiten orientarse correctamente y navegar dentro del mundo virtual. Además, estos usuarios ciegos son capaces de transferir la información espacial que adquieren a través de sus interacciones virtuales a la navegación hecha en el mundo real, pudiendo así resolver tareas de navegación reales.
... En estos estudios se analiza el impacto de los videojuegos para el desarrollo de habilidades motrices, verbales, matemáticas, visuales y de resolución de problemas [3] [6] [7] [12] [23] [25] [27] [29] [32]. Algunos de estos estudios plantean que los videojuegos pueden promover aprendizaje de orden superior, como también incrementar el diálogo entre los alumnos [14]. Otro estudio describe los aspectos positivos que tienen los videojuegos en las habilidades sociales de los alumnos [16], el aprendizaje de la ciencia [13], interacción en la sala de clases [30], y otras habilidades cognitivas de orden superior que son transversales en el aprendizaje [12] [24] [27] [32]. ...
... En la literatura existe una amplia diversidad de estudios que destacan la importancia del uso de juegos para fines de aprendizaje, tales como el desarrollo de destrezas de competencia y concentración, motoras, verbales, matemáticas, visuales y de resolución de problemas [6]. La posibilidad de utilizar juegos para el aprendizaje abre variadas oportunidades para brindar una educación acorde a los estilos de vida de los estudiantes, incrementando su motivación y generando espacios atractivos para el estudio [5]. ...
... Otros estudios describen los efectos de los juegos en habilidades sociales (Pellegrini, Blatchford, Kato, Baines, 2004) y de comunicación (McDonald, Hannafin, 2003). Algunos autores sintetizan los efectos de los juegos en educación como una vía para el aumento del aprendizaje, ya que estimulan la observación, la experimentación y la creatividad (Amory, Naicker, Vincent, Adams, 1999). ...
... Otros estudios describen los efectos de los juegos en habilidades sociales (Pellegrini, Blatchford, Kato, Baines, 2004) y de comunicación (McDonald, Hannafin, 2003). Algunos autores sintetizan los efectos de los juegos en educación como una vía para el aumento del aprendizaje, ya que estimulan la observación, la experimentación y la creatividad (Amory, Naicker, Vincent, Adams, 1999). ...
... Existe una diversidad de estudios en donde se analiza el impacto de los videojuegos para el desarrollo de habilidades de resolución de problemas [85], [150], [178], de competición, de concentración, de movilidad, de lenguaje y de matemáticas [16], [31], [34], [133], [142], [170]. Algunos de estos estudios plantean que los juegos pueden promover aprendizaje de alto orden e incrementar el diálogo entre los alumnos [96], producir una alta motivación y compromiso en los alumnos [85], [154], aspectos relevantes que ayudan a mejorar las actividades de aprendizaje. ...
En este informe se presenta el estado del arte sobre lo que concierne al aprendizaje móvil con uso de tecnología, mobile Learning (mLearning). Las áreas abordadas en este estado del arte corresponden a movilidad y uso de dispositivos móviles, experiencias de mLearning, y videojuegos móviles para el aprendizaje.
Todo el material corresponde a una recopilación de publicaciones realizada por el equipo a cargo de este entregable, conformado por investigadores de la Universidad Carlos III de Madrid, Universidad Politécnica de Madrid y Universidad de Chile. Las fuentes revisadas han sido: base de datos de ACM e IEEE; proceedings de las conferencias CHI, ICDVRAT y ED-MEDIA; base de datos de revistas científicas tales como Ebsco, Oxford Journals, Catálogo Bello de la Universidad de Chile; y scholar.google.com. Los parámetros de búsqueda utilizados han sido celular games, seriuos games, mobile games, mobile learning, m-learning, mlearning, games and education, PDA games for education, juegos en educación, aprendizaje móvil, juegos serios, y juegos para celulares.
Using games to teach is an interesting and worthwhile practice; however, the couplet game has not been described before. In this study, first-year students played a couplet game with their teacher at the end of the course. Each student was asked to summarize and write individual opinions on human geography in one keyword; then, the teacher wrote the corresponding or matching keywords. Analyzing the correspondences and the contrasts between couples of words, the students showed an improved understanding of human geography. The results suggested that the couplet game elicited students’ creative and independent thinking. This method can also be applied to other fields.
To estimate the outcomes of coaching and studying with era on students’ cognitive, affective, and behavioral consequences of studying, 282 impact sizes had been calculated the use of statistical facts from forty two research that contained a blended pattern of about 7,000 students. The imply of the study-weighted impact sizes averaging throughout all consequences was .410 (p < .001), with a 95-percentage self assurance interval (CI) of .one hundred seventy five to .644. This end result suggests that coaching and studying with era has a small, positive, significant (p < .001) impact on scholar consequences whilst in comparison to conventional instruction. The imply study-weighted impact length for the 29 research containing cognitive consequences was .448, and the imply study-weighted impact length for the ten comparisons that centered on scholar affective consequences was .464. On the opposite hand, For the three studies that included behavioral outcomes, the mean study-weighted effect size was -.091, showing that technology had a small, negative impact on students' behavioral results. Study variables, quality of study indicators, technological characteristics, and instructional/teaching factors all had consistent overall study-weighted effects.
How to cite: Colbong RM & Aban, JL (2024). Meta-analysis on the implications of technology-assisted teaching and learning on student performance. A Research Output in Biomolecules. pp: 1-39
This study implements mobile-phone camera text-recognition technology into a game-based assessment design. This game is created as an alternative assessment in vocabulary instruction for learning Indonesian as a Foreign Language classroom, to explore the effectiveness and the improvement of students' vocabulary, and to increase students' motivation in conducting assessment. This game is web-based. The web-server stores questions and score. There are two client interfaces. First, the classroom interface randomly downloads questions according to the vocabulary categories chosen by the teacher. Through camera and text-recognition technology, students search for answers, which are projected on the wall. Second, the teacher interface is used to access the score. We expect this system to be an application for the alternative assessment in a vocabulary instruction for learning Indonesian as a Foreign Language.
A novel approach to teaching concepts using game design in the graduate sustainability and engineering management programs is illustrated. These student-built games tied to demonstrate the course learning outcomes (CLOs) were tested in a classroom environment. This pilot study's impact on student learning, motivation, creativity, engagement, innovation, team interactions, and instructor leadership, and its contribution towards the achievement of CLOs were assessed in multiple courses. The results from this pilot study involving students indicated that the game design, creation, and play is an effective and innovative pedagogical tool that could promote student engagement, motivation, critical thinking, and learning skills with minimal educational tools. In addition, this innovative teaching tool could help change the declining and waning interest in STEM+ programs at the graduate level.
Research into students’ interactions with historical video games is limited and tends to focus on teacher mediation. As a result, little is known about the meanings that students independently construct as they consume this form of media. This qualitative interview study uses Assassin’s Creed, a narrative video game with a historical setting, as a site of inquiry. Students described a sense of immediate access to history that contrasted with school-based learning, a sense of human connection to people in the past, and increased perception of multiple perspectives in history. They also evidenced a willingness to allow the games to rewrite their beliefs about history, and theorized about the games’ historical accuracy. However, students tended to miss opportunities for critical engagement with this visceral sense of immersive experience. As such, implications are raised regarding ways to promote critical investigation into gameplay experiences as well as the importance of fostering a sense of human connection to history through social education.
The use of digital technologies in education has been widely advocated (Aldrich, 2004; Quinn, 2005), and institutions such as the British Educational Communications and Technology Agency (BECTA, 2003) strongly encourage the adoption of information technology in teaching and learning. These technologies are most commonly employed by students, who use digital technologies for both academic learning and entertainment (Tien & Fu, 2008), primarily develop digital literacy skills outside formal education (Ito et al. 2008) and are able to easily use unfamiliar technologies. Prensky (2001) adopted the term ‘digital natives’ to refer to students who have grown up in the realm of digital technologies and are fluent in them. Those who have not grown up in this environment and who may adopt these technologies are referred to as ‘digital immigrants’. The concept is similar to the notion of the ‘Net Generation’ (Tapscott, 1998). This does not, however, preclude other non-native students, often targeted by widening participation schemes, from adopting these technologies. Intergenerational differences in the perceived usefulness and importance of digital technologies are minimal (Salajan, Schonwetter, & Cleghorn, 2010), and some researchers have questioned the assumed divide between digital natives and digital immigrants (Waycott, Bennett, Kennedy, Dalgarno, & Gray, 2010).
Learning letters is an important area of language learning, conducive to the beginning of reading and writing. Indeed, today's generation prefers to learn through digital games rather than through formal teaching processes. Inspired by this need, the researcher designed this study (a) to test the effectiveness of an instructional digital game, “Kes Sesi,” designed to teach letter recognition skills and (b) to briefly present its instructional development process, which was based on the ADDIE model. This was a quasi‐experimental study with two treatment groups and a control group involving 87 kindergarteners. Treatment groups played the game for 12–6 weeks for learning, 6 weeks for practice. The control group continued with its regular class activities. One treatment group played the game based on predefined sound categorization, the other without any categorization. A test on children's sound recognition abilities was administered three times as a pretest, a midtest, and a posttest. The treatment groups performed significantly better than the control group. The game enhanced the kindergarteners' ability to practice uncategorized content while it enhanced their ability to learn categorized content. The results are promising in that Kes Sesi can be useful in self‐supported learning contexts with little adult input and with minimum outside interference.
A novel approach to teaching concepts using game design in the graduate sustainability and engineering management programs is illustrated. These student-built games tied to demonstrate the course learning outcomes (CLOs) were tested in a classroom environment. This pilot study's impact on student learning, motivation, creativity, engagement, innovation, team interactions, and instructor leadership, and its contribution towards the achievement of CLOs were assessed in multiple courses. The results from this pilot study involving students indicated that the game design, creation, and play is an effective and innovative pedagogical tool that could promote student engagement, motivation, critical thinking, and learning skills with minimal educational tools. In addition, this innovative teaching tool could help change the declining and waning interest in STEM+ programs at the graduate level.
The misconceptions and error patterns of students are crucial to assess in order to support effective physics learning. However, exploring students' misconceptions and error patterns is not easy. A web-based diagnostic test is an alternative approach to help the teacher in obtaining such information and giving quick feedback to students. In this article, we report the development of a new model of the web-based diagnostic test. The model uses isomorphic multiple-choice items, in which each learning indicator consists of three multiple-choice items with distracters that are based on students' misconceptions or error patterns. The model provides feedback to students and teachers based on the consistency of the students' answers. According to experts' reviews, the model is valid and worth using. The preliminary field test of the model of the web-based diagnostic test has been used with some physics students. The web-based diagnostic test could be a new alternative for physics teachers and researchers to identify students' misconceptions and error patterns.
Playing TV game shows such as Jeopardy or Survivor in the classroom can be fun. But does it improve student understanding of course concepts? To find out, the author conducted eight experimental trials in five separate undergraduate information systems classes. Although he found limited improvement in student learning, the author's experiences with the game and the results of a student survey were positive.
We re-examined the effect of teaching and learning with technology on student cognitive and affective outcomes using the meta-analytic technique. Screening studies obtained from an electric search of databases such as PsyInfo and ERIC resulted in 58 studies (1997-2011). Overall, effect sizes were small to moderate across the cognitive and affective outcome measures. Specific teaching/learning components such as context/making sense, challenging activity, instructional conversation, and joint productivity were associated with effect sizes. Instructional features such as objectives, pattern of student computer use, and type of learning task also moderated effect sizes. Suggestions are made for pre-service teachers and in-service teachers to include these instructional features and teaching strategies in teaching and learning with technology.
In this study, comparison of academically advanced science students and gifted students in terms
of attitude toward science and motivation toward science learning is aimed. The survey method
was used for the data collection by the help of two different instruments: “Attitude Toward
Science” scale and “motivation toward science learning”. Examination of reliability and validity
of the scores on the instruments was conducted by using the “principle component analysis” with
“varimax rotation” due to existence of a new group for validation of the instruments. The study
involved 93 advanced science students and 12 gifted students who had higher IQ scores than 130
on WISC-R. The results of the study showed that the adapted instrument was valid and reliable
to use for the measurements of motivation toward science learning in the context of advanced
science classrooms. The comparisons of the groups in terms of the variables of the study showed
that there is no statistically significant difference between the groups whereas there is significant
difference between the groups in terms of the scores on the national examination.
This study investigates how computer games impact on student learning and technology acceptance. A curriculum was designed for college students majoring in Computer Science. Participants included college teachers and students. Two groups of students participated in the learning activities by using gaming and non-gaming methods separately in the course. The proposed computer game helps students engage with learning activities. During the study, learning activities, surveys, and interviews were conducted with students. The evaluation results concerning technology acceptance demonstrate that incorporating gaming methods into the learning process can get better technology acceptance.
Recent meta-analyses and other studies of media's influence on learning are reviewed. Consistent evidence is found for the generalization that there are no learning benefits to be gained from employing any specific medium to deliver instruction. Research showing performance or time-saving gains from one or another medium are shown to be vulnerable to compelling rival hypotheses concerning the uncontrolled effects of instructional method and novelty. Problems with current media attribute and symbol system theories are described and suggestions made for more promising research directions.
Presents a conceptual analysis of four sets of research issues raised by the rapid intrusion of microcomputers into the lives of children. The first involves use of the computer as a vehicle for studying the determinants of intrinsic motivation. The second involves the study of the relationships between intrinsic motivation and instructional effectiveness in educational software. The third involves the empirical examination of contrasting philosophies of instruction embodied in different current approaches to the design of computer-based educational programs. The final set of issues concerns the effects of the widespread introduction of the computer on social equality, the process of social development, and the goals of formal education. It is argued that these issues should be examined before this technology becomes part of daily life. (99 ref) (PsycINFO Database Record (c) 2012 APA, all rights reserved)
Structuring cooperative learning activities has been shown to be an effective technique for integrating handicapped and nonhandicapped students. Previous research in this area has focused on the relative effects of cooperative versus competitive and individualistic learning situations upon peer relations and academic achievement. Few investigations have examined the various elements within the cooperative learning model that appear to promote positive peer interactions among handicapped and nonhandicapped students. The present study evaluated the influence of collaborative skill instruction versus no collaborative skill instruction on the social interaction behaviors of moderately/severely handicapped and nonhandicapped students participating in group science activities. These data reveal that students receiving collaborative skill instruction interacted more positively with one another than those who did not receive the instruction.
Flow theory identifies several structural variables that can be manipulated by an instructional designer. Modifying these variables may cause an increase in the likelihood that a learner will be motivated to continue with the lesson. While some researchers suggest activity contents, such as challenge and goal and induce flow experience [1], others hypothesize flow is enhanced by vividness and interactivity of the presentation [2]. This study investigates the effect of activity content, its presentation, and the interactions between the two on flow experience (intrinsic motivation) in instructional activity. The results suggested that the activity content has major influences on motivation, but presentation is a double-edge sword. Hypermedia presentation adds appeals to instructions that motivate students if they are used appropriately. When the content relevance is complicated, complex presentations can be distracting. Consequently, hypermedia elements should be used sparingly at the beginning of a lesson...
This study investigated the effects of learner and program control over content review within science computer-assisted instruction (CAI). Ninth grade subjects completed learner and program controlled CAI and a unit posttest. Continuing motivation for learner and program control was measured by giving half the subjects a choice of control type for a subsequent session. Results indicated that program control resulted in better posttest performance for males. For females, learner control provided a nonsignificant advantage. This sex difference is discussed relative to a possible differential effort on the part of males and females. Results also reveal significant differences in continuing motivation for learner control, with subjects returning more frequently to learner control than program control in the second session. Strong student preferences for instruction via computers were also noted.
There have been widespread claims that technology can make learning easier, more efficient, and more motivating. This article argues that ease and efficiency should not be the leading criteria for advocating and implementing computer technology in schools. The authors assert that to produce more meaningful learning, computer technologies need to be designed according to sound learning theories and pedagogy. When administrators, teachers, and parents understand that different computer technologies serve and augment different learning experiences, they can make informed judgments about which technologies are best suited to enhance student learning and achievement.
This study investigated the effects of computer games on motivation to engage in an academic task subsequent to computer instruction. An instructional computer game was compared with a computer program that operated identically but without game features. The programs were designed to develop a vocabulary skill involving matching negation prefixes to root words. Continuing motivation on this academic task was measured in a noncomputer free-choice activity administered 1 day following the computer instruction. The experimental subjects were students identified by the school as learning disabled and placed in resource rooms or self-contained classrooms. The game and nongame programs produced equal gains in task skill. The game condition resulted in significantly higher levels of continuing motivation than the nongame condition.
This study investigated the effects of medium of instructional practice, task difficulty, and gender on continuing motivation.
A total of 139 fifth and sixth graders with previous computer experience completed an initial drill and practice learning
task in one of the two media formats (computer or paper/pencil) at either a hard or easy difficulty level. Subjects' choice
of practice medium for a second learning task was the measure of continuing motivation. Sixty-seven of the 69 computer subjects
(97 percent) chose to return to practice on the computer, whereas only one of 70 paper/pencil subjects (one percent) chose
to return to practice in the paper/pencil form. p<.001. Questionnaire data indicated that computer subjects also evaluated
their own performance on the instructional practice task significantly more highly, reported the task to be significantly
more interesting and easier, and had a greater desire to study more of the subject matter.
This article reviews the literature that compares the instructional effectiveness of games to conventional classroom instruction. Studies dealing with empirical research rather than teachers'judgments are reviewed. Published reviews of research in English dating from 1963 to 1984 were examined and the literature was searched for studies from 1984 to 1991. Of the 67 studies considered over a period of 28 years, 38 show no difference between games and conventional instruction; 22 favor games; 5 favor games, but their controls are questionable; and 3 favor conventional instruction. Results for social sciences, math, language arts, logic physics, biology, retention over time, and interest are examined. Math is the subject area with the greatest percentage of results favoring games, but only eight studies have adequate controls. Thirty-three out of 46 social science games/simulations show no difference between games/simulations and classroom instruction. The authors conclude that subject matter areas where very specific content can be targeted are more likely to show beneficial effects for gaming.
The effects of different levels of cooperation on cross-handicap interaction were Compared in two studies. In the first study 72 sixth-grade students were randomly assigned to three conditions (cooperative controversy, cooperative debate, and individualistic) stratifying for sex, ability level, and handicap. They participated in the study for 55 minutes a day for 11 instructional days. In the second study, 51 fourth-grade students were randomly assigned to two conditions (intergroup cooperation and intergroup competition) stratifying for sex, ability, and handicap. They participated in the study for 55 minutes a day for 10 instructional days. An Activity Report Scale was given to students to determine who they interacted with in structured class activities, unstructured class activities, school activities outside of class, and activities in the home. The results indicated that pure cooperation promoted more frequent cross-handicap interaction than did a mixture of cooperation and competition. The interaction patterns formed within cooperative learning situations generalized into unstructured class and school activities.