The effects of modern mathematics computer games on mathematics achievement and class motivation

By Mansureh Kebritchi, Atsusi Hirumi, Haiyan Bai. Comput. Educ., 2010

647 citations recorded by the source corpus.

This study examined the effects of a computer game on students' mathematics achievement and motivation, and the role of prior mathematics knowledge, computer skill, and English language skill on their achievement and motivation as they played the game. A total of 193 students and 10 teachers participated in this study. The teachers were randomly assigned to experimental and control groups. A mixed method of quantitative and interviews were used with Multivariate Analysis of Co-Variance to analyze the data. The results indicated significant improvement of the achievement of the experimental versus control group. No significant improvement was found in the motivation of the groups. Students who played the games in their classrooms and school labs reported greater motivation compared to the ones who played the games only in the school labs. Prior knowledge, computer and English language skill did not play significant roles in achievement and motivation of the experimental group.

Subfields: Developmental and Educational Psychology, Education, Gender Studies

View Paper: https://www.semanticscholar.org/paper/62bcc660cbd54558d3fcd07bade3bb764a1a146c

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In Developmental and Educational Psychology

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Citations in the corpus

Effects of Game-Based Learning on Attitude and Achievement in Elementary Mathematics (2019, background): “In one study, Kebritchi et al. (2010) examined the effects of incorporating serious GBL into the pre-algebra math classroom.”
Digital game-based learning: Impact of instructions and feedback on motivation and learning effectiveness (2013, background): “More recently, however, an analysis by Kebritchi et al. (2010) has raised fresh doubts about the benefits of DGBL.”
A meta-analysis of the cognitive and motivational effects of serious games (2013, methodology): “One study used a mix of individual and group game play (Kebritchi et al., 2010), but it was coded as Group.”
An activity theory-based model for serious games analysis and conceptual design (2015, background): “…homepage: www.elsevier .com/locate/compedu An activity theory-based model for serious games analysis and conceptual design Maira B. Carvalho a, b, *, Francesco Bellotti a, Riccardo Berta a, Alessandro De Gloria a, Carolina Islas Sedano c, Jannicke Baalsrud Hauge d, Jun Hu b, Matthias…”
Effects of constructing versus playing an educational game on student motivation and deep learning strategy use (2011, background): “Kebritchi et al. (2010) found significant improvement of mathematic achievement of students who worked with a computer game, unlike the students who didn't work with the computer game.”
Gameplay Engagement and Learning in Game-Based Learning (2015, background): “Kebritchi, Hirumi, and Bai (2010), Ke (2008b), and Hokanson et al. (2008) only found this improvement in knowledge gain through RPGs.”
Serious games as new educational tools: how effective are they? A meta-analysis of recent studies (2013, methodology): “…subjects in their control groups using penciland-paper backup material (Annetta et al. 2010; Knight et al. 2010; Hainey et al. 2011) or traditional learning methods (Kebritchi et al. 2010; Wrzesien & Raya 2010) and yet others presented their control groups with a nontested VG (Beale et al. 2007).”