Does Digital Game-Based Learning Improve Student Time-on-Task Behavior and Engagement in Comparison to Alternative Instructional Strategies? (original) (raw)

2012, The Canadian Journal of Action Research

Digital Game-Based Learning (DGBL) activities were examined in comparison with effective, research-based learning strategies to observe any difference in student engagement and timeon task behavior. Experimental and control groups were randomly selected amongst the intermediate elementary school students ages 8 to 10 years old. Student observations and attitudinal surveys were completed after eight lesson cycles to determine which student group had a higher level of engagement and time-on-task behavior. Six of the 8 trials showed a higher student survey average in the level of student enjoyment while experiencing DGBL. Six of the 8 trials produced equal or higher class average scores for focus and attentiveness during DGBL versus alternative strategies. Seven out of 8 trials produced higher student table observation averages for DGBL. In conclusion, the data suggests DGBL can be as effective in the classroom as other research-proven instructional strategies. BACKGROUND Clarksville Elementary School (CES) is located in Clarksville, MD, an affluent neighborhood in the Baltimore/Washington corridor. It is one of the 39 elementary schools in Howard County, Maryland, one of the top public school systems in the United States. Howard County's schools frequently rank first in Maryland as measured by standardized test scores and graduation rates. CES has a total enrollment of 554 students, with 60% of the student population categorized as White, and almost 31% Asian. Only 0.2% of the student population qualified for the Free and Reduced Price Meal Service.

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