The Effects of Playing Educational Video Games on Kindergarten Achievement

By Feng S. Din, Josephine Calao. 2001

118 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/c2e3db9d9a18cbfb9693b1a272bbae9a7f2869a8

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Citations in the corpus

Promoting broad and stable improvements in low-income children's numerical knowledge through playing number board games. (2008, result): “This is consistent with the previous finding that when low-income kindergarteners were given educational video games to play in their classrooms and at home, their mathematics abilities did not showany improvement relative to peers who were not given the games (Din & Calao, 2001).”
Our Princess Is in Another Castle (2012, background): “Din and Calao (2001), for example, found that kindergartners’ language skills (in the form of reading) increased for students playing educational video games compared to a control group using a standard reading curriculum, whereas math skills did not seem to improve with the implementation of gaming”
Computer-Assisted Intervention for Children with Low Numeracy Skills (2009, background): “However , in CAI studies by Moxley, Warash, Coffman, Brinton, and Concannon (1997), Din and Calao (2001), McDermott and Watkins (1983), Reitsma and Wesseling (1998), and Shute and Miksad (1997) children did show improvement in reading related skills, but no differences were found in the development…”
Reducing the gap in numerical knowledge between low- and middle-income preschoolers (2011, background): “A larger percentage of the children reported playing action and adventure video games as opposed to educational video games, which are designed to promote learning and can have some cognitive benefits for children (Din & Calao, 2001; Subrahmanyam & Greenfield, 1996).”