Using a games console in the primary classroom: Effects of ‘Brain Training’ programme on computation and self-esteem (original) (raw)
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Educational benefits of using game consoles in a primary classroom: A randomised controlled trial
British Journal of Educational Technology, 2011
It is known that computer games are motivating for children, but there is limited direct evidence of their effects on classroom learning. The studies that are available tend to be limited in terms of output data reported, or small in scale, or both. The aim of this randomised controlled trial was to upscale a recent study by Miller and Robertson investigating the effects of a commercial off-the-shelf computer game on children's mental computation skills and self-perceptions. A pre-post design was employed, with 634 primary (elementary) school children (10-11 years old) from 32 schools across Scotland. Schools were randomly assigned to experimental or control conditions. In the experimental schools, children used a games console for 20 minutes each day, running a 'brain training' game. The controls continued with their normal routine. The treatment period was 9 weeks. Significant pre-post gains in accuracy and speed of calculations were found in both experimental and control groups over the treatment period. Gains in the experimental group were 50% greater than those of the controls in accuracy, and twice those of the controls in speed. There were no significant changes in two measures of self-concept for either group. There was a small but statistically significant improvement in attitude towards school among the experimental group but not the controls. When scores were analysed by ability, different patterns were apparent. The design of the study allows a degree of confidence when generalising from these results. Some implications of the findings are discussed.
Australian Journal of Teacher Education, 2011
This paper reports on a pilot study that compared the use of commercial off-the-shelf (COTS) handheld game consoles (HGCs) with traditional teaching methods to develop the automaticity of mathematical calculations and self-concept towards mathematics for year 4 students in two metropolitan schools. One class conducted daily sessions using the HGCs and the Dr Kawashima's Brain Training software to enhance their mental maths skills while the comparison class engaged in mental maths lessons using more traditional classroom approaches. Students were assessed using standardised tests at the beginning and completion of the term and findings indicated that students who undertook the Brain Training pilot study using the HGCs showed significant improvement in both the speed and accuracy of their mathematical calculations and selfconcept compared to students in the control school. An exploration of the intervention, discussion of methodology and the implications of the use of HGCs in the primary classroom are presented.
Digital games, cognitive skills, and motivation
International Journal for Innovation Education and Research, 2020
In addition to entertainment, games have been recognized as enhancers of cognition and associated with increased motivation in the school learning context. The possibility of immersion and active player participation is considered a distinguished aspects of game design. Therefore, this study proposed the application of Brain School’s digital games using tablets during a school year, with weekly interventions of 50 minutes in a class of the second year of elementary school. Twenty-five students were analyzed with an average of eight years old. At the end of the interventions, the evaluation was carried out through individual interviews. The results revealed that most of children felt motivated to participate in the games activities. However, there was no association between level of motivation and cognitive skills investigated (attention and problem solving), nor between preferred games and cognitive skills trained. However, qualitative data showed that children liked using games and...
The Impact of Computer Games on Cognitive Performance in Pupils
International Journal of Science, Engineering and Management (IJSEM), 2023
This study investigated the effects of changing the computer game that adolescents play on their cognitive abilities, including concentration, memory, and problem-solving skills at a high level of thinking. The study included a group of 38 adolescents aged 12-13. The "source and imitation" game was employed to test concentration, the "Simon-flashing detection" game to assess memory, and mathematical tasks at an advanced level to evaluate problem-solving skills. The findings of the study indicate that children who played Fortnite for 15 minutes experienced a significant increase in their concentration levels by approximately 43.4 % and by 74 % in memory levels after engaging in a session of Solitaire. Furthermore, the study also examined high-order learning skills in solving mathematical questions, particularly focusing on analysis and mathematical insight. The findings suggest that the time required to solve mathematical problems after playing Fortnite decreased by 41.5 % after engaging in a session of Solitaire, indicating enhanced efficiency in solving higher-order problems. The results demonstrated a substantial improvement in cognitive abilities after playing a challenging computer game compared to a violent computer game. This suggests that engaging in thinking and challenging games significantly enhances the subjects' cognitive abilities. The increase in efficiency in solving higher-order mathematical problems may be attributed to the improvements in memory and concentration among children who played intellectually stimulating and challenging computer games. Therefore, it is recommended to reduce adolescents' exposure to violent computer games and increase their exposure to thinking and challenging games to create a balanced gaming experience.
Computer Tablet Games’ Effect on Young Children’s Self-Concept
International Education Studies, 2017
Playing in general has a positive effect on child development; yet with the advancement of technology, the way children play has changed, and the effects of their play have changed as well. Some studies have shown an overall negative effect of electronic games, while others have reported the opposite. This study aims to investigate the effects of tablet-based electronic games on the child’s self-concept. Twenty-six children between the ages of 4 and 6 years from low-income backgrounds participated. They were divided into two groups; in the experimental group, children were given a tablet device with 10 educational electronic games on it, and the mothers were instructed to let them play the games for less than three hours a day in a normal home situation. The control group was not given any electronic devices. A pre- and post-pictorial measure of self-concept was used. The overall results showed no gains in self-concept for the experimental group and no differences between the groups...
The Effects of Computer Games on Primary School Students
Computers & …, 2009
The implementation of a computer game for learning about geography by primary school students is the focus of this article. Researchers designed and developed a three-dimensional educational computer game. Twenty four students in fourth and fifth grades in a private school in Ankara, Turkey learnt about world continents and countries through this game for three weeks. The effects of the game environment on students' achievement and motivation and related implementation issues were examined through both quantitative and qualitative methods. An analysis of pre and post achievement tests showed that students made significant learning gains by participating in the game-based learning environment. When comparing their motivations while learning in the game-based learning environment and in their traditional school environment, it was found that students demonstrated statistically significant higher intrinsic motivations and statistically significant lower extrinsic motivations learning in the game-based environment. In addition, they had decreased focus on getting grades and they were more independent while participating in the game-based activities. These positive effects on learning and motivation, and the positive attitudes of students and teachers suggest that computer games can be used as an ICT tool in formal learning environments to support students in effective geography learning.
Griffiths, M.D. (2002). The educational benefits of videogames Education and Health, 20, 47-51.
Most reported effects of videogames - particularly in the popular press - appear to centre upon the alleged negative consequences. These have included my own research into video game addiction, increased aggressiveness, and the various medical and psychosocial effects. However, there are many references to the positive benefits of videogames in the literature. Research dating right back to the early 1980s has consistently shown that playing computer games (irrespective of genre) produces reductions in reaction times, improved hand-eye co-ordination and raises players’ self-esteem. What’s more, curiosity, fun and the nature of the challenge also appear to add to a game’s educational potential. This paper briefly overviews some of the educational benefits of videogame playing.
Retrieved May, 2006
The over-riding reason for interest in this field is that computer games seem to motivate young people in a way that formal education doesn't.