On-Task and Off-Task Behavior in the Classroom: A Study on Mathematics Learning with Educational Video Games

Autor/inn/en	Beserra, Vagner; Nussbaum, Miguel; Oteo, Macarena
Titel	On-Task and Off-Task Behavior in the Classroom: A Study on Mathematics Learning with Educational Video Games
Quelle	In: Journal of Educational Computing Research, 56 (2019) 8, S.1361-1383 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Beserra, Vagner)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0735-6331
DOI	10.1177/0735633117744346
Schlagwörter	Foreign Countries; Elementary School Students; Primary Education; Grade 2; Elementary School Mathematics; Mathematics Instruction; Teaching Methods; Educational Games; Video Games; Technology Uses in Education; Time on Task; Drills (Practice); Arithmetic; Learner Engagement; Mathematics Activities; Time Factors (Learning); Learning Motivation; Persistence; Chile (Santiago) + Suchen Sie Ihr Suchwort? Ausland; Primarbereich; School year 02; 2. Schuljahr; Schuljahr 02; Elementare Mathematik; Schulmathematik; Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Educational game; Lernspiel; Video game; Videospiel; Videospiele; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Zeitaufwand; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Motivation for studies; Lernmotivation; Ausdauer
Abstract	When performing a task in the classroom, it is essential to place the focus on learning. In the classroom, it is possible to distinguish between time spent by students on-task and off-task. The former is the time in which the student is focused on the learning task; the latter is the remaining time in which they focus on other activities. Understanding the relationship between the two is a concern for teachers, especially for those who teach mathematics and other subjects that are often considered unattractive by students. Given the opportunity afforded by educational video games to motivate and engage math students, an educational drill-and-practice video game was used in this study to practice second-grade arithmetic and study the students' on-task and off-task behavior. We found that when practicing arithmetic using an educational drill-and-practice video game, time on-task decreases during an activity (30 minutes) as well as over the course of the school year (March to December). This study has implications for the length of mathematics classes at schools as well as the need to vary activities during a class. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01