The Effects of Digital Game-Based Learning
On Cognitive Development
California State University, Los Angeles
Ke, F. (2008). Alternative goal structures for computer game-based learning. International Journal of Computer-Supported Collaborative Learning, 3(4), 429-445. Research purpose and hypotheses questions
The purpose of this study was to examine the effects of DGBL (digital game-based learning) of 5th graders, on a level that related to their cognitive and affective learning outcomes. The main goal was to get a complete understanding and comparison of student’s Mathematical achievement, metacognitive awareness, and positive attitude towards math learning.Generally, this study hypothesized that the results would be as follows: 1. Will cooperative game-based learning have a greater math test achievement and more positive math attitudes than competitive and individualistic game-based learning? And also will all-gaming groups perform greater as well than the no-gaming group? (Ke, F., 2008) 2. Will the effects of game-based learning within different goal planning on both cognitive and affective learning outcomes differentiate for boys than for girls? And also in comparison for lower income students than for normal/middle income standing students? (Ke, F., 2008) Method/Sample
One hundred sixty participants were gathered from eight 5th-grade public school classes in Pennsylvania. Each of the Participants were chosen accordingly based by gender (48% female) and socioeconomic status (42% lower income) (Ke, F., 2008). The way they went about on determining the students’ income status was by investigating who received “free lunch” at school. All students had some basic computer skills and knowledge, as well as previous digital game-playing experiences in or out of the classroom before the experiment was conducted. Participation was voluntary, given the students fell under the status circumstances. All participants were also instructed to take the pre- and posttest. Given that the study took place during the regular hours of math class, the attendance was strong. So therefore, all 160 students’ data were accountable towards the analysis of the study. (Ke, F., 2008) Procedures
The teachers administered a pre-test. Each student was provided with a laptop that had internet-connection. The students took two orientation sessions that lengthened from 40 minutes each. During this time they had to read the guidelines and attempt to play each of the four math games that were provided. In the total length of four weeks they were instructed to play one math game during two 40-minute sessions per week. The teachers monitored the students’ activities. Prior to the study, the teachers had received an hour of training. They were also given assistants to aid them in observation while game-playing sessions were active. In completion to the 4-week study, all students took the post test.
In the cooperative game-based learning group, students were arranged by math skills and gender. They were then placed randomly into a team consisting of four students. During the first 10 minutes of each game session, students cooperated as a group and all participated with the game. The students had the opportunity to discuss questions, solutions, and give feedback to each other in terms of correcting each other’s mistakes. Afterwards with the 30 minutes that was left, the teams competed with each other of the opposite four team members. Each team member was then provided with a separate laptop and was assigned to a tournament table. There were four to five students in each tournament table. They were placed according to achievement level. Students at each table played individually and did not receive cooperative help at any time from the other student sitting at their table. As intended and allowed by the study, teachers encouraged the students to ask for help from another teammate nearby (at another...
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