The Effects of Modern Math Computer Games on Learners' Math Achievement and Math Course Motivation in a Public High School Setting

Research Brief

Mansureh Kebritchi, Ph.D., Atsusi Hirumi, Ph.D. and Haiyan Bai, Ph.D.

**The contents of this brief are based on dissertation research completed by Mansureh Kebritchi, Spring 2008, in partial fulfillment of requirements for the degree of Doctor of Philosophy in Education with an Instructional Technology Specialization from the College of Education at the University of Central Florida (UCF).**

Discussion & Conclusions

The DimensionM math video games had a significant positive effect on student mathematics achievement in a public high school setting.

• Students who played the math video games scored significantly higher on the district-wide math benchmark exam, F (1, 188) = 6.93, p < .05, and on the math performance test generated by the publisher, F (1, 188) = 8.37, p <.05, than students who did not play the games.
• While students in both the experimental and control groups demonstrated significant gains from pre-test to posttest on the district benchmark exams, students who played the games demonstrated greater gain scores from pre-test to posttest (mean increase of 8.07) than students who did not play the games (mean increase of 3.74).
• Higher achievement scores and greater gain scores on district benchmark tests by students who played the games, compared to those who did not play the game are particularly significant because there is a high correlation between the district math benchmark tests and the state-wide math FCAT tests (as reported by the district).
• Teacher and student interviews support the quantitative findings. The majority of the interviewed teachers (4 of 5) and students (15 of 15) reported that the participants' mathematics understandings and skills improved as a result of playing the mathematics games.
• According to the teachers, the games were effective teaching and learning tools because they (a) were experiential in nature, (b) offered an alternative way of teaching and learning, (c) gave the students reasons to learn mathematics to solve the game problems and progress in the games, (d) addressed students' mathematics phobias and (e) increased time on task. As one of the teachers stated: "It [the games] makes them want to learn [math]."
• According to the students, the games were effective because they (a) combined learning and fun, (b) offered mathematics in adventurous and exploratory context and (c) challenged students to learn mathematics.
• The positive results are consistent with prior empirical research on the effects of math games, including those reported by Ke and Grabowski (2007), Klawe (1998), Moreno (2002), Rosas et al. (2003) and Sedighian and Sedighian (1996), suggesting that computer math video games may improve mathematics achievement.
• The results also support findings from two meta-analysis, including: (a) Vogel et al. (2006) who concluded that interactive simulations and games were more effective than traditional classroom instruction on learners' cognitive gains based on a review of 32 empirical studies, and (b) Dempsey et al. (1994) who concluded that students who played math video games and attended the traditional classroom instruction achieved higher mathematics score than students who only attended traditional classrooms based on 94 empirical studies.

Download the Study >> UCFResearch_Brief_June_202008.pdf

Harnessing the Power of Video Games for Learning

To explore how the United States can harness the powerful features of digital games for learning, the Federation of American Scientists, the Entertainment Software Association, and the National Science Foundation convened a National Summit on Educational Games, on October 25, 2005 in Washington, DC. The Summit brought together nearly 100 experts to discuss ways to accelerate the development, commercialization, and deployment of new generation games for learning.

Participants included executives and developers from the video game industry and educational software publishers, researchers and experts on technology and pedagogy, representatives of user communities such as teachers and the U.S. military, R&D funders, and government policy-makers.

There was strong consensus among the Summit participants that there are many features of digital games, including game design approaches and digital game technologies, which can be applied to address the increasing demand for high quality education.

The major findings are:

• Many video games require players to master skills in demand by today's employers.
• Educational institutions need to transform organizational systems and instructional practices to take greater advantage of new technology, including educational games.

Download the proceedings >> EduGamesSummit.pdf

Beyond Edutainment

Computer games have attracted much attention over the years, mostly attention of the less flattering kind. This has been true for computer games focused on entertainment, but also for what for years seemed a sure winner, edutainment. This dissertation aims to be a modest contribution to understanding educational use of computer games by building a framework that goes beyond edutainment. A framework that goes beyond the limitations of edutainment, not relying on a narrow perception of computer games in education. Download the study >> BeyondEdutainment.pdf

The Use of Computer and Video Games for Learning
A Review of the Literature

This review has indicated that producing educational games that are true games is a worthwhile activity. Indeed, it is a necessary development if we are to reach out to current and future generations in ways that cater for their needs and expectations. Educators and industry experts must work together to research the computer culture, to ensure that innovations are capable of engaging and sustaining interest. Designers should not only explore ways of combining new technologies such as mobile networking, context-aware computing and sensor-based computing but should also ensure the new generation of edugames builds on the principles of successful commercial games such as risk-reward structures. Download the review >> VideoGamesforLearning.pdf