Practising Arithmetic Using Educational Video Games with an Interpersonal Computer

Autor/inn/en	Beserra, Vagner; Nussbaum, Miguel; Zeni, Ricardo; Rodriguez, Werner; Wurman, Gabriel
Titel	Practising Arithmetic Using Educational Video Games with an Interpersonal Computer
Quelle	In: Educational Technology & Society, 17 (2014) 3, S.343-358 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1436-4522
Schlagwörter	Video Games; Mathematics Instruction; Arithmetic; Computer Assisted Instruction; Comparative Analysis; Knowledge Level; Grade 3; Elementary School Students; Learning Activities; Teaching Methods; Social Influences; Cultural Influences; Quasiexperimental Design; Cross Cultural Studies; Cultural Differences; Rural Schools; Urban Schools; Foreign Countries; Statistical Analysis; Conventional Instruction; Student Interests; Brazil; Chile; Costa Rica + Suchen Sie Ihr Suchwort? Video game; Videospiel; Videospiele; Mathematics lessons; Mathematikunterricht; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Computer based training; Computerunterstützter Unterricht; Wissensbasis; School year 03; 3. Schuljahr; Schuljahr 03; Lernaktivität; Teaching method; Lehrmethode; Unterrichtsmethode; Sozialer Einfluss; Cultural influence; Kultureinfluss; Cultural comparison; Kulturvergleich; Kultureller Unterschied; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Urban area; Urban areas; Stadtregion; Stadt; Ausland; Statistische Analyse; Studieninteresse; Brasilien
Abstract	Studies show the positive effects that video games can have on student performance and attitude towards learning. In the past few years, strategies have been generated to optimize the use of technological resources with the aim of facilitating widespread adoption of technology in the classroom. Given its low acquisition and maintenance costs, the interpersonal computer allows individual interaction and simultaneous learning with large groups of students. The purpose of this work was to compare arithmetical knowledge acquired by third-grade students through the use of game-based activities and non-game-based activities using an interpersonal computer, with knowledge acquired through the use of traditional paper-and-pencil activities, and to analyze their impact in various socio-cultural contexts. To do this, a quasi-experimental study was conducted with 271 students in three different countries (Brazil, Chile, and Costa Rica), in both rural and urban schools. A set of educational games for practising arithmetic was developed and tested in six schools within these three countries. Results show that there were no significant differences (ANCOVA) in the learning acquired from game-based vs. non-game-based activities. However, both showed a significant difference when compared with the traditional method. Additionally, both groups using the interpersonal computer showed higher levels of student interest than the traditional method group, and these technological methods were seen to be especially effective in increasing learning among weaker students. (As Provided).
Anmerkungen	International Forum of Educational Technology & Society. Athabasca University, School of Computing & Information Systems, 1 University Drive, Athabasca, AB T9S 3A3, Canada. Tel: 780-675-6812; Fax: 780-675-6973; Web site: http://www.ifets.info
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10