Beyond Nintendo: design and assessment of educational video games for first and second grade students

Abstract

The main objective of this study was to evaluate the effects of the introduction of educational videogames into the classroom, on learning, motivation, and classroom dynamics. These effects were studied using a sample of 1274 students from economically disadvantaged schools in Chile. The videogames were specifically designed to address the educational goals of the first and second years of school, for basic mathematics and reading comprehension. The sample was divided into experimental groups (EG), internal control groups (IC) and external control groups (EC). Students in the EG groups, used the experimental video games during an average of 30 h over a 3-month period. They were evaluated on their acquisition of reading comprehension, spelling, and mathematical skills, and on their motivation to use video games. Teachers' expectations of change due to the use of video games, their technological transfer, and handling of classroom dynamics, were assessed through ad hoc tests and classroom observations. The results show significant differences between the EG and IC groups in relation to the EC group in Math, Reading Comprehension and Spelling, but no significant differences in these aspects were found between the EG and the IC groups. Teacher reports and classroom observations confirm an improvement in motivation to learn, and a positive technological transfer of the experimental tool. Although further studies regarding the effects of learning through videogame use are imperative, positive effects on motivation and classroom dynamics, indicate that the introduction of educational video games can be a useful tool in promoting learning within the classroom. #

Flexible learning itinerary vs. linear learning itinerary

“…Different arguments have been offered to justify this trend. One of them is that video games promote a positive attitude towards learning [61], especially due to their motivational nature [46] [62] [63]. Other authors have also attributed positive learning effects to video games [64].…”

Attitudes towards and Effects of the Use of Video Games in Classroom Learning with Specific Reference to Literacy Attainment

“…Student engagement, learning, attentiveness, discipline, responsibility, peer collaboration, increased communication by the students with teachers and a meaningful integration of skills can be achieved through the use of video games (Annetta et al, 2009;Rosas et al, 2003), bringing about quicker advancement, enhanced production and increased confidence (Garris et al, 2002). The elements of challenge, reward and success in video games and peer feedback may contribute towards student enthusiasm and motivation to work within the classroom setting to succeed (Robertson and Howells, 2008).…”

“…Teacher reports claim that students who use video games show improvement in writing skills, higher level sentence and question construction, and basic literacy skills (Owston et al, 2009). In some situations statistically significant gains in spelling and slight gains in reading comprehension were registered after the students played video games (Rosas et al, 2003).…”

To Explore the Effectiveness of Computer Games to Improve Junior Primary Students in Drawing

“…However, there are few empirical studies that have examined the use of games within classrooms settings [8], [9]. Can the learning occur in the virtual world can be transferred to learning in the real world.…”