Effects Of A Computer Game On Mathematics Achievement And Class Motivation: An Experimental Study

In the last few years educational computer games have gained attention as a tool for facilitating learning in different sectors of society including but not limited to military, health, and education. However, advances in computer game technology continue to outpace research on its effectiveness. Few empirical studies have investigated the effects of educational games in the context of formal K-12 settings. The purpose of this study was to examine the effects of a series of mathematics computer games on mathematics achievement and motivation of high school students. In addition, the role of prior mathematics knowledge, computer skill, and English language skill of the participants on their mathematics achievement and motivation when they played the games were investigated. A total of 193 students and 10 teachers from an urban high school in the southeast of the United States of the America participated in this study. The teachers were randomly assigned to treatment and control groups. Students\u27 mathematics achievement was measured using school district benchmark exams and a game performance test generated by the developers of the mathematics games. A mathematics motivation questionnaire based on Keller\u27s (1987a) ARCS model of motivational design measured students\u27 mathematics motivation. Multivariate Analysis of Co-Variance (MANCOVA) was conducted to analyze the data. In addition, interviews were conducted to cross validate the results of the quantitative data. The MANCOVA results indicated significant improvement of the mathematics achievement of the experimental versus control group. No significant improvement was found in the motivation of the experimental versus control group. However, a significant improvement was found on the motivation scores of the students who played the games in their school lab and classrooms compared to the ones who played the games only in the school labs. In addition, the findings indicated that prior mathematics knowledge, computer skill and English language skill did not play significant roles in achievement and motivation of the experimental group. Teachers\u27 interviews revealed that these individual differences had indeed played significant roles in game-playing at the beginning of using the games, but the impacts gradually diminished as the students gained the required game-playing skills. The overall results indicated that the mathematics games used in this study were effective teaching and learning tools to improve the mathematics skills of the students. Using the games in mathematics education was suggested by the teachers as an appropriate alternative way of teaching, as one of the teachers stated: This is definitely the way that we have to go to teach mathematics in the future. Mathematics games should be integrated with classroom activities if teachers want to increase mathematics class motivation. Teachers\u27 helps and supports are vital in using the games effectively in a population with different prior mathematics knowledge, computer skills, and English language skills

Scenario-based elearning and stem education: A qualitative study exploring the perspectives of educators

There are a variety of extra curricular activities and programs that aim to promote Science, Technology, Engineering, and Mathematics (STEM) education, but there are limited examples of extending STEM curriculum by employing scenario-based eLearning opportunities in a mobile lab learning environment. Following students participation in a first of its kind STEM Mobile Lab program that uses a scenario-based eLearning approach for instruction, twelve educators from four Title I elementary schools were asked about their perceptions of the influence of the Mobile Lab program on the STEM education of their students. The semi-structured interview protocol contained questions intended to explore participants’ perceptions regarding the influence of a scenario-based eLearning Mobile STEM Lab program on the STEM interest and achievement of students. The study found that a scenario-based eLearning Mobile STEM Lab can influence STEM interest and achievement of elementary students. This promising finding leads to a recommendation for educators to use this approach and similar programs to make students more interested in science and improve their grades. Efforts by educators to design and implement scenario-based eLearning opportunities lead to increased learner engagement

Effect of hydroxyl terminated polybutadiene number-averaged molecular weight on chemorheological behavior of polyurethane networking

The time available for proper casting of the polyurethane (PU) system after isocyanate addition (called pot life) affects the macrodiol microstructure. In this research, the effect of molecular weight ( Mn ) of hydroxyl terminated polybutadiene (HTPB) as an important macrodiol on the pot life of polyurethane system was rheologically investigated. The chemorheological behavior of polyurethane systems based on five different HTPBs with Mn ranging from 2810 to 4450 g/mol and two common diisocyantes (TDI and IPDI) were studied in situ. The results showed that by increasing Mn , the rotational viscosity as well as the constant reaction rate of urethane formation increases; whereas the pot life of the polyurethane system decreases. The psuedoplastic behavior of the samples showed the minimum rate constant/longest pot life at a critical molecular weight (Mc) of about 3100 g/mol, which may be due to physical chain entanglements. Rheomechanical spectrometry interestingly depicted that tan δ originated-gel point occurs before the intersection of stored modulus (G') and loss modulus (G") (tgel< tG'=G"). The kinetic model developed by Hsich showed excellent agreement with the cross-linking data of three polyurethane systems

Heavy Metal Analysis in Lens and Aqueous Humor of Cataract Patients by Total Reflection X-Ray Fluorescence Spectrometry

The human eye is continuously exposed to the environment yet little is known about how much of toxins, specifically heavy metals are present in its different parts and how they influence vision and acuity. To shed light into this subject, aqueous humor and lens samples were collected from 14 cataract patients to study the presence and concentration of selected metals in the eye. Subjects undergoing routine cataract surgery were consecutively enrolled for study by simple random sampling. Prior to surgery, subject demographic were compiled. The surgical procedure involved small incision cataract removal using phacoemulsification. During the procedure, a small aliquot of aqueous humor was retained for analysis, whereas homogenized lens fragments were obtained during phacoemulsification. A balanced salt solution was used as control for each set of samples. Both ocular specimens were analyzed by total reflection X-ray fluorescence spectrometry after dilution and addition of an internal standard. The data obtained show substantial variations in elemental signature between the two media (aqueous humor and lens) and the patients themselves. Most commonly found heavy metals in both types of media were chromium and manganese. Barium was found in the lens, but not in aqueous tissue, whereas nickel was found only in the aqueous humor. Concentrations were generally higher in aqueous samples. Further study and increased sample size are required to more accurately elucidate the relationship between systemic and ocular metal accumulation and the impact of metal accumulation on measures of visual function and ocular disease

Analysis of the Supporting Websites for the Use of Instructional Games in K-12 Settings

This article identifies resources to be included in a website designed to facilitate the integration of instructional games in K-12 settings. Guidelines and supporting components are based on a survey of K-12 educators who are integrating games, an analysis of existing instructional game websites, and summaries of literature on the use of educational software in K-12 settings and teacher technology training. The results indicate that educators face three main challenges when integrating games, including: (a) technical and logistical requirements, (b) curriculum integration, and (c) teacher training. To overcome these challenges, K-12 educators should be provided with: (a) curriculum resources, (b) game information and support, and (c) communication tools. Websites designed to facilitate the use of instructional games should be designed with appropriate structures (ie, grid, web, hierarchy) to optimize organization and simplicity. In addition, the websites should include teacher training that (a) apply a teacher training model, (b) address National Educational Technology Standards (NETS), (c) present contents in small doses, (d) make training and information as accessible as possible, and (e) model and mentor the use of instructional games

Reshaping Practitioner Higher Education Institutions to Serve Adult Learners: The COVID-19 Pandemic Implications

Involving over 200 countries, the COVID-19 global pandemic impacts adult learners’ retention, increasing the need to reshape practitioner-oriented higher education institutions to better serve students. The purpose of this study was to explore how practitioner higher education institutions adopted innovative approaches and reshaped policies, practices, and perspectives to accommodate changes brought about by the COVID- 19 pandemic and successfully maintained or increased enrollment. This article reports the results, which may enhance practitioner higher education programs and enrollment

The role of 1-hexene comonomer content in thermal behavior of medium density polyethylene (MDPE) synthesized using Phillips catalyst

In this work, the role of comonomer content of 1-hexene-medium density polyethylene (MDPE) copolymer, synthesized using Phillips catalyst, on thermal behavior parameters such as: crystallization, melting temperature and thermal degradation was investigated in detail. The copolymer was fractionated to homogenous short-chain branching (SCB) fractions by "preparative temperature rising elution fractionation" (P-TREF) method and then it was subjected to thermal analyses. A broad chemical composition distribution (CCD) in terms of SCB content and molecular weight (Mw) was observed by P-TREF and gel permeation chromatography (GPC), respectively. Based on P-TREF results, a parabolic relationship between methylene sequence length (MSL) and elution temperature (ET) was presented. Differential scanning calorimetry (DSC) showed distinct, well-defined melting peaks over a 22 °C temperature range for SCB contents of about 3-12 (br/1000 C). The variations in physical characteristics such as melting temperature (Tm), crystallinity (Xc), crystallization temperature (Tc) and lamellae thickness (Lc) against SCB content were correlated. Thermogravimetric analysis (TGA) suggested linear relationships between the temperature at maximum degradation rate (Tmax) as well as the degradation initiation temperature (T5%) versus SCB content. Moreover, the TGA curves exhibited distinct differences at both initiation and propagation stages of thermal degradation at dissimilar comonomer contents

A comparison of methodological frameworks for digital learning game design

Methodological frameworks guide the design of digital learning game based on well founded learning theories and instructional strategies. This study presents a comparison of five methodological frameworks for digital learning game design, highlighting their similarities and differences. The objective is to support the choice of an adequate framework, aiming to promote them as a way to foster principled digital learning games design. This paper concludes that: (i) interactivity, engagement and increasing complexity of challenges are fundamental factors to digital learning game design; (ii) the pedagogical base, the target, the possibility of doing game assessment and the presence of practical guidelines are the selection criteria that influence most the choice of a methodological framework, and (iii) the development of digital learning games - preferably by different research teams - is needed to provide empirical evidence of the utility of framework-based design

Exploring Emotion Representation to Support Dialogue in Police Training on Child Interviewing

Police officers when dealing with interviewing children have to cope with a complex set of emotions from a vulnerable witness. Triggers for recognising those emotions and how to build rapport are often the basis of learning exercises. However, current training pulls together the full complexity of emotions during role-playing which can be over-whelming and reduce appropriate learning focus. Interestingly a serious game’s interface can provide valuable training not because it represents full complex, multimedia interactions but because it can restrict emotional complexity and increase focus during the interactions on key factors for emotional recognition. The focus of this paper is to report on a specific aspect that was explored during the development of a serious game that aims to address the current police-training needs of child interviewing techniques, where the recognition of emotions plays an important role in understanding how to build rapport with children. The review of literature reveals that emotion recognition, through facial expressions, can contribute significantly to the perceived quality of communication. For this study an ‘emotions map’ was created and tested by 41 participants to be used in the development of a targeted interface design to support the different levels of emotion recognition. The emotions identified were validated with a 70 % agreement across experts and non-experts highlighting the innate role of emotion recognition. A discussion is made around the role of emotions and game-based systems to support their identification for work-based training. As part of the graphical development of the Child Interview Stimulator (CIS) we examined different levels of emotional recognition that can be used to support the in-game graphical representation of a child’s response during a police interview