Gameplaying for maths learning: cooperative or not?

By Fengfeng Ke, Barbara L. Grabowski. British Journal of Educational Technology, 2007

356 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/98b7629b8fa8d1abdbdedd21ff6fd664c8742207

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In Developmental and Educational Psychology

In Education

Citations in the corpus

A meta-analysis of the cognitive and motivational effects of serious games (2013, background): “Our review of the literature revealed some studies comparing competition and noncompetition game versions (Ke, 2008; Ke & Grabowski, 2007; Van Eck & Dempsey, 2002) that warrant such an investigation.”
Digital Game-Based Learning in high school Computer Science education: Impact on educational effectiveness and student motivation (2009, background): “…that computer games were more effective with boys than with girls (De Jean et al., 1999; Young & Upitis, 1999) and meet the outcomes of a recent study into school children (Ke & Grabowski, 2007), which found that gender did not influence the learning effectiveness and motivational appeal of games.”
The effects of modern mathematics computer games on mathematics achievement and class motivation (2010, methodology): “…skills was considered as an independent variable by three studies (i.e., Ke & Grabowski, 2007; Lopez-Morteo & Lopez, 2007;Moreno, 2002) while prior mathematics knowledge was considered by Ke and Grabowski (2007) and language background was considered by Moreno (2002) as an independent variable.”
Foundations of Game-Based Learning (2015, background): “Results for this skills game showed higher learning outcomes for the competitive mechanics, and other research has shown that collaborative mechanics can have positive affective outcomes, such as math attitudes (Ke & Grabowski, 2007).”
Effects of constructing versus playing an educational game on student motivation and deep learning strategy use (2011, neutral): “Several other studies on deep learning in ICT contexts have been conducted (Crisp & Ward, 2008; Greene, Bolick, & Robertson, 2010; Ke & Grabowski, 2007; Kebritchi, Hirumi, & Bai, 2010; Kwon & Cifuentes, 2009; Lopez-Morteo & Lopez, 2007; Owston, Wideman, Ronda, & Brown, 2009; Rosas et al., 2003).”
Effects of innovative science and mathematics teaching on student attitudes and achievement: A meta-analytic study (2016, neutral): “For the ﬁ ve studies (which comprised six experiments) that did not report whether teacher training had taken place (Ke and Grabowski, 2007; Pilli & Aksu, 2013; Rosen, 2009; Uzuntiryaki and Geban, 2005; Yang and Tasi, 2010) we assumed absence of teacher training.”
Our Princess Is in Another Castle (2012, methodology): “To that end, Ke’s (2008a, 2008b, 2008c; Ke & Grabowski, 2007) investigations into the use of the mathematics educational gaming package, ASTRA EAGLE , were targeted to address some of the aforementioned issues.”
The impact of individual, competitive, and collaborative mathematics game play on learning, performance, and motivation (2013, background): “…on competition suggests that learning and performance are better in competitive compared with individual settings (Ames, 1984) and that competitive features result in the development of analytic skills (Fu, Wu, & Ho, 2009), but not always in increased learning outcomes (Ke & Grabowski, 2007).”
A Qualitative Meta-Analysis of Computer Games as Learning Tools (2009, background): “In addition, learners with a lower socio-economic status and lower ability have been reported as enjoying games most (Papernv & Starn, 1989; Ke & Grabowski, 2007).”