The Impact Of Video Games In Children-S Learning Of Mathematics (original) (raw)
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مجلة جامعة النجاح للأبحاث - العلوم الإنسانية, 2017
The aim of this study is to investigate the effect of teaching math subject using interactive video games on the fifth grade students 'achievement. This study was conducted in one basic private school in Jordan. It used a quasi-experimental control group design. Interactive video games software was developed to investigate the difference between the two groups that were given a pre-test and a post-test to measure their achievements in math. The results of the study showed that the learning environment in math using interactive video games have a positive effect on fifth grade students' math achievements. The study showed a progress on the part of the experimental group which used interactive video games software. It was reflected positively in the fifth grade students' achievement in math.
Proceedings of the Mathematics, Informatics, Science, and Education International Conference (MISEIC 2019), 2019
This study aims to find out the description of the use of educational game media and its impact on the mathematics learning outcomes of grade VI elementary school students. This study included quasi-experimental research with a pre-test-post-test control group design. This study involved 29 sixth grade elementary school students at Makassar. Determination of sample was done by using simple random sampling technique. Students' mathematics learning outcomes data are obtained by using test of students' learning outcomes in essay forms (pre-test and post-test) given classically to students. The data obtained were analyzed using descriptive statistical analysis techniques. The results of this study indicated that the average value of students' learning outcomes before and after the use of educational game media has increased from 44.14 to 85.00. The test scores of students' learning outcomes were only centered on the medium, low, very low category before the use of educational game media. The average score in the very low category is at 31.92 with a frequency of 13 students, low category is 49.50 with a frequency of 10 students and for the moderate category is 61.66 with a frequency of 6 students. The average value of student's learning outcomes after experiencing the use of educational game media increased with a high category of 81.58 with a frequency of 19 students while for the very high category 91.50 with a frequency of 10 students. This indicates that there was an increase in students of learning outcomes after the use of educational game media in learning mathematics.
The effects of computer games on the achievement of basic mathematical skills
2015
This study aims to analyze the relationship between playing computer games and learning basic mathematics skills. It shows the role computer games play in the learning and achievement of basic mathematical skills by students. Nowadays it is clear that individuals, especially young persons are very fond of computer and computer games. Since students are very interested in computers, they can be used to achieve education and instructional objectives. This study aims to search for evidences whether computer games can be used to obtain basic mathematical skills. The study was conducted in 2012, with grade 5 elementary school students (44 in number). 22 of the students made up the experimental group, and the other 22 students constituted the control group. The two groups studied basic mathematical skills in two different ways after their teacher taught them as usual. A group studied the mathematical skills by playing math computer games; the other group did exercises as classical homewor...
The Effect of Computer Games on Students' Performance in Mathematics
The purpose of this study was to investigate the effect of different kinds of computer games on students' performance in mathematics. To this end, by cluster random sampling method, two schools in Behbahan, Iran, were selected. In each school, two classes were selected by random sampling method (n=128). Data was collected by math tests and structured interview. The sample was divided into two groups: The first group used computer games every day or every other day for half an hour (n=62).The second group didn't use computer games or used them during summer holiday (n=66). The results of independent T-test showed that the average scores of first group (M=17/51) were significantly (p<.001) different from the scores of the second group (M=15/42). The results also showed that the average scores of group who used war games (N=35, M=17/74) were not significantly different from those who used sport games (N=27, M=17/22).
Effects of game technology on elementary student learning in mathematics
British Journal of Educational Technology, 2011
This paper reports the effects of game technology on student learning in mathematics as investigated in two data sets collected from slightly different subjects. In the first, 41 second graders (7 or 8 years old) from two classes used either a technology-based game or a paper-based game for 5 weeks. For the next 13 weeks, both classes used a technology-based game either two times per week, or more than three times per week. A quasi-experimental control-group design with repeated measures analysis of variance and analysis of covariance was employed to explore performance differences between groups. The second study examined student learning in relation to characteristics such as their game performance, attitudes toward the game and toward mathematics, and gender and ethnicity. During a 4-month period, 50 second grade students from three classes played a technology-based game under conditions that varied depending on their teacher's direction. Multiple regression was used to determine the relationship between students' arithmetic scores and learner characteristics. Descriptive analyses by ability level, gender and ethnicity, and interview data about attitudes toward the technology game were also analyzed. Results from the two studies revealed that using a technologybased game in the classroom was beneficial to students of all ability levels in learning arithmetic skills. Practitioner notes What is already known about this topic • Technology and games have yielded consistently positive results with regard to motivation, persistence, curiosity, attention and attitude toward learning. • The accessibility and flexibility of handheld devices can provide students with more integral and spontaneous opportunities to fully take advantage of "off-moments" from classroom activity to support learning. • There are insufficient data to validate the contribution of technology to student learning.
An Evaluation of an Educational Video Game on Mathematics Achievement in First Grade Students
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Development of early math skills is linked to future success in mathematics and other academics. Educational video games have been shown to promote academic achievement; however, few rigorous studies have evaluated the use of educational video games in supporting math development, especially in early primary education. In the current study, an open-label randomized controlled trial was conducted involving 134 first grade students to determine, using standardized assessments, the impact of the educational mathematics tablet-based video game, Knowledge Battle, on math scores and self-competency. Overall, Knowledge Battle did improve math skills in participants who played the game. Among those with lower pre-game math skills, the Knowledge Battle group's mean math score increased more than the control group's mean math score (9.7 vs. 6.0; p = 0.02). There was no association between perceived sense of self-competency and total math score (p = 0.8141). However, players who had a higher sense of self-competency were more likely to enjoy playing the game. In conclusion, our findings suggest that Knowledge Battle was an acceptable and enjoyable educational mathematical video game for first grade students, and may be most impactful for those with low math skills.
The Use of Teacher-Made Digital Games in Teaching Mathematics 3
Psychology and Education: A Multidisciplinary Journal, 2024
The purpose of this study was to find out the effectiveness of teacher-made digital games in teaching Mathematics among Grade 3 Learners for the school year 2022-2023. This study used experimental single group post-test and pre-test design. The respondents of this study were the 35 Grade 3 learners in Maitum Elementary School. Total enumeration was applied to get the desired population of the respondents. Based on the results of the study, the following conclusions were formulated and established: First, majority of the learners obtained a low pre-test scores before the use of teacher-made digital games. Second, majority of the learners obtained a high post-test score after the use of teacher-made digital games. Lastly, there was a significant difference in the pre-test and post-test scores of the learners. Therefore, the use of teacher-made digital games was effective in teaching Mathematics 3. Moreover, incorporating digital games created by teachers into the teaching of Mathematics at the third-grade level can have positive educational implications. These implications could include increased learners’ engagement, improved understanding of mathematical concepts, enhanced problem-solving skills, and potentially more enjoyable learning experiences.
Digital games and learning mathematics: Student, teacher and parent perspectives
International Journal of Serious Games, 2016
The purpose of this study was to explore the potential use of digital games in learning mathematics at secondary school level in Malaysia. Three secondary school students, three mathematics teachers and three parents were interviewed in this study. All the participants were asked for their views and experiences in mathematics, technology usage and the use of digital games in learning mathematics. The results suggested that students were supportive and positive towards the use of computer games in learning mathematics. Nevertheless, parents preferred conventional teaching approach, in which they recognized personal communication and socialization as a significant component in learning. Although the teachers did not go on to oppose the idea of using computer games for teaching mathematics, they still perceived the use of discursive approaches as the best teaching approach for learning mathematics with digital technologies at best a possible additional complementary feature. In view of...