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

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

Factors Affecting Teachers\u27 Adoption Of Educational Computer Games: A Case Study

Even though computer games hold considerable potential for engaging and facilitating learning among today\u27s children, the adoption of modern educational computer games is still meeting significant resistance in K-12 education. The purpose of this paper is to inform educators and instructional designers on factors affecting teachers\u27 adoption of modern educational computer games. A case study was conducted to identify the factors affecting the adoption of Dimenxian, which was a new educational computer game designed to teach Algebra to middle school students. The diffusion of innovations theory was used as the conceptual framework of this study. The results indicated that compatibility, relative advantage, complexity and trialability played important roles in the game adoption. These findings were compared with the existing literature on (1) the adoption of educational software, and (2) the barriers in the use of educational computer games in K-12 settings to help guide future research and practice. The comparison showed that (1) adoption attributes for the games and other educational software had a similar pattern from high to low significance: relative advantage, compatibility, complexity, trialability and observability; and (2) the game adoption factors were more inclusive than the barriers of using the computer games. © 2009 Becta

Integrating Decision Based Learning into Research Methods Instructional Webinars: A Program Evaluation

The Research Methodology Special Interest Group at the University of Phoenix was created to help train doctoral faculty and students on the use of quantitative, qualitative, and mixed methods designs. For many faculty the webinar trainings act as professional development, and for students it helps them ground their doctoral studies in the theory and application of a particular method. Now in its second year, the SIG incorporated Decision Based Learning (DBL) theory and software as a way to structure the webinar trainings. DBL postulates that experts in a field have decision points they work through when making a decision, with each decision affecting the next. Often that decision process remains covert for students, with students focused instead on learning theory and content. By using DBL those decision points become overt, thus helping students move beyond theory into practical application. A select group of the Research Methodology SIG webinar leaders have applied DBL theory and integration of a unique software package into our research methods webinars to facilitate teaching of research methods. This presentation addresses the program evaluation results after an 8-month use of DBL in the Research Methodology SIG. The program evaluation itself included field notes and summative evaluation by the co-leaders of the SIG, surveys completed by each of the webinar leaders who used the DBL theory and software, and a focus group of the webinar leaders wherein they discussed the benefits and challenges of using DBL in this unique online, webinar based instructional setting

Research and Professional Development Needs and Expectations of Doctoral Students: A Critical Reflection

Doctoral students face two major challenges in their degree programs in the United States: completing their doctoral programs and preparing their professional life. The average attrition rate of doctoral students has been consistently 40-50% within the last few decades. Additionally, there is a perennial disconnect between doctoral education and the workplace. To address these problems, we conducted an action research in this study to explore students’ current and future professional development needs, students’ perspectives, experiences, expectations, and issues related to conducting their dissertations, and students’ expectations from their dissertation chairs. This study took place in a career oriented, for profit higher education institution in the United States. We used a purposeful sampling method to include 50 doctoral students who participated in the University research workshops to take part in this study. We collected data through face-to-face focus groups with 3-4 members. We used a content analysis approach to analyze the collected data based on the main three research [JL1] questions. We categorized the collected data into major themes. The themes revealed the students’ current professional needs included internal actions and skills development; their future professional development were application of knowledge, scholarship activities, and continuous skill improvement; their expectations for conducting doctoral dissertations were addressing time, resources, and discipline challenges, need for communication, and desire for mastery; and their expectations from doctoral chairs included chairs being communicative, engaged, resourceful, team players, and available. Such findings may fill the gap in literature and help educators further improve quality of doctoral programs

Research and Professional Development Needs and Expectations of Doctoral Students: A Methodological Framework

Most of the challenges related to doctoral education have a long history including the length of the doctoral programs, high rate of students’ drop out, and failing to prepare doctoral students for their future responsibilities as teachers and faculty members. Gaining a better understanding of doctoral students’ professional development needs would serve as a useful foundation for addressing the perennial issues that exist in graduate education. However, the challenge requires a methodological approach that seeks and encourages ongoing critical reflection of practices and processes related to the preparation essential for the practitioner doctoral student. Action research involves the development and use of a number of skills to include “careful planning, sharpened observation and listening, evaluation, and critical reflection” (Koshy et al., 2010, p. 2). Any discussion centering on the reflective practitioner implies a question. “What kind of professional education would be appropriate to epistemology of practice based on reflection-in-action?” (Schön, 1987, pp. xi – xii). The practice of critical reflection holds a direct approach to solving the challenging professional development puzzle of becoming aware of the hidden assumptions that frame how we think. The intersection of action research and critical reflection becomes one where the reflective practitioner critically considers the nature of the perennial problems in graduate education through understanding the needs and expectations of doctoral students within professional practitioner doctoral program. This presentation will suggest an action research with critical reflection as a methodological framework to explore doctoral students’ research and professional development needs and expectations

Examining The Pedagogical Foundations Of Modern Educational Computer Games

This study examines the pedagogical foundations of modern educational (computer video) games. Specifically, Cooper\u27s [Cooper, H. (1985, Mar 31-April 4). A taxonomy of literature reviews. In Paper presented at the American Educational Research Association, Chicago, IL] literature review framework was used to locate and examine relevant literature and games (published between the years 2000 and 2007) and to organize and report findings. A total of 50 articles and 55 educational games met specified selection criteria. The pedagogical foundations of the games were further investigated by contacting the authors of the games. Twenty-two games were based on established learning theories or instructional strategies and two games included basic instructional events that were not associated with any particular theory or strategy. No information regarding the pedagogical foundations of the 31 games was found or received. Analysis of the games and supporting literature revealed several patterns of practice that may be used to guide future research and development of educational games. © 2008 Elsevier Ltd. All rights reserved

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