The Effects of Instructional Computer Games and Drill and Practice Software on Learning Disabled Students' Mathematics Achievement

Bahr, Christine M.; Rieth, Herbert J.

doi:10.1300/j025v06n03_08

Cited by 41 publications

(28 citation statements)

References 13 publications

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“…The proposition on using a cooperative situation to cultivate informative feedback between peers and to enhance the effect of computer gaming, however, was not compliant with the finding of this study and Bahr and Rieth (1989): cooperative was not superior to competitive or individual structure in promoting test-based academic achievement. A potential reason of this disparity may be that the time (10 min) for the whole-group cooperation activity at a cooperative gaming session was too short to unfold the benefit of cooperation.…”

Section: The Effect Of Alternative Game-based Learning Situations On contrasting

confidence: 84%

“…Closely related to the current study is Bahr and Rieth's (1989) investigation of a computer-based arithmetic drilland-practice game designed to increase single-digit computation fluency. Forty-six mildly handicapped junior high school students practiced with their partners, recorded and graphed daily computer scores, and received points for backup reinforces based on pair's scores (cooperative condition), or comparing an individual with his/her partner (competitive condition), or the individual's self-progress (individualistic condition).…”

Section: Individual Differences In Game-based Learningmentioning

confidence: 99%

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Alternative goal structures for computer game-based learning

2008

Computer Supported Learning

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This field study investigated the application of cooperative, competitive, and individualistic goal structures in classroom use of computer math games and its impact on students' math performance and math learning attitudes. One hundred and sixty 5th-grade students were recruited and randomly assigned to Teams-Games-Tournament cooperative gaming, interpersonal competitive gaming, individualistic gaming, and the control group. A state-standards-based math exam and an inventory on attitudes toward mathematics were used in pretest and posttest. Students' gender and socioeconomic status were examined as the moderating variables. Results indicated that even though there was not a significant effect of classroom goal structure in reinforcing computer gaming for math test performance, gamebased learning in cooperative goal structure was most effective in promoting positive math attitudes. It was also found that students with different socioeconomic statuses were influenced differently by gaming within alternative goal structures.

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Section: The Effect Of Alternative Game-based Learning Situations On contrasting

confidence: 84%

Section: Individual Differences In Game-based Learningmentioning

confidence: 99%

Alternative goal structures for computer game-based learning

2008

Computer Supported Learning

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“…A recent review revealed only a few comparative studies conducted years ago (e.g., Bahr and Rieth 1989;Strommen 1993;Tanner and Lindquist 1998).…”

Section: Empirical Research On Classroom Goal Structures For Gamingmentioning

confidence: 99%

“…Closely related to the current study is Bahr and Rieth (1989)'s investigation where 46 mildly handicapped junior high school students were assigned to work with partners on a computer-based arithmetic drill-and-practice game. Students practiced with their partners, recorded and graphed daily computer scores, and received points based on the pair's scores (cooperative condition), comparing individual with his/her partner (competitive condition), or individual's self-progress (individualistic condition).…”

Section: Empirical Research On Classroom Goal Structures For Gamingmentioning

confidence: 99%

Computer games application within alternative classroom goal structures: cognitive, metacognitive, and affective evaluation

2008

Education Tech Research Dev

189

105

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This article reports findings on a study of educational computer games used within various classroom situations. Employing an across-stage, mixed method model, the study examined whether educational computer games, in comparison to traditional paperand-pencil drills, would be more effective in facilitating comprehensive math learning outcomes, and whether alternative classroom goal structures would enhance or reduce the effects of computer games. The findings indicated that computer games, compared with paper-and-pencil drills, were significantly more effective in promoting learning motivation but not significantly different in facilitating cognitive math test performance and metacognitive awareness. Additionally, this study established that alternative classroom goal structures mediated the effects of computer games on mathematical learning outcomes. Cooperative goal structure, as opposed to competitive and individualistic structures, significantly enhanced the effects of computer games on attitudes toward math learning.Keywords Instructional gaming Á Media in education Á Classroom goal structures For more than two decades, educationalists have discussed the potential that exists for the application of computer games to learning (e.g.spite of a growing body of literature highlighting the educational potential of computer games, this enthusiasm is tempered by the recognition that the empirical evidence does not clearly establish improved learning outcomes for game-based activities. Major reviews on instructional computer games (Dempsey et al.well-specified and implemented in-situ research that examines what happens in real contexts over time (Fletcher and Tobias 2006).Another common skepticism expressed about using computer games for learning lies in the lack of empirically-grounded methods of integrating computer games into classroom and lesson time. The majority of games and learning research has been concerned with learning conceptually that does not demand knowledge of subject area, hence lack connection to curriculum in school (Egenfeldt-Nielsen 2005, Unpublished doctoral dissertation). The research question remains to be studied empirically: When and how will computer games facilitate purposeful learning in school? Miller et al. (1999) and Papert (1998) suggested that the investigation into computer games for learning should focus on how games can be carefully aligned with sound pedagogical strategies to be beneficial. Kaptelinin and Cole (2002) further argued that learning outcomes achieved through educational games depend largely on the external instructional activities context that structures the way students use and interact with computer games. However, research on game-based pedagogy is especially sparse. Research on the use of computer games within different classroom goal structurescooperative, competitive, or individualistic goal structure (Johnson and Johnson 1996) is needed and would be valuable to educationalists. Classroom goal structures and computer games applicationClassroom goal structure i...

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“…Programs have used flashcards and pencil and paper methods, such as worksheets, recitation and computers. The comparative effectiveness of these modes of delivery has been the focus of a number of studies (e.g., Bahr & Reith, 1989;Christensen & Gerber, 1990;Harrison & Van Dervender, 1992;Williams, 2000). Practice on computers is said to afford some advantages over more traditional delivery modes.…”

Section: Systematic Practicementioning

confidence: 99%

Improving basic multiplication fact recall for primary school students

Wong

Evans

2007

Math Ed Res J

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This study implemented a multiplication program based on systematic practice, aimed at improving children's recall of basic multiplication facts. Four Year 5 classes were recruited to participate in the study. Two classes practised multiplication facts using pencil and paper worksheets and another two classes practised on computers. Eleven practice sessions (each of 15 minutes duration) were conducted over a four week period. Both groups increased their recall of basic multiplication facts and maintained the increase for at least 4 weeks after the termination of the program. Implications for mathematics instruction, and for the overall development of mathematical proficiency, are discussed.

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The Effects of Instructional Computer Games and Drill and Practice Software on Learning Disabled Students' Mathematics Achievement

Cited by 41 publications

References 13 publications

Alternative goal structures for computer game-based learning

Alternative goal structures for computer game-based learning

Computer games application within alternative classroom goal structures: cognitive, metacognitive, and affective evaluation

Improving basic multiplication fact recall for primary school students

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