Alternative Goal Structures for Computer Game-Based Learning

Autor/in	Ke, Fengfeng
Titel	Alternative Goal Structures for Computer Game-Based Learning
Quelle	In: International Journal of Computer-Supported Collaborative Learning, 3 (2008) 4, S.429-445 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1556-1607
DOI	10.1007/s11412-008-9048-2
Schlagwörter	Control Groups; Mathematics Tests; Cooperative Learning; Field Studies; Mathematics Instruction; Educational Games; Student Attitudes; Mathematics Achievement; Instructional Effectiveness; Grade 5; Pretests Posttests; Socioeconomic Status; Predictor Variables; Correlation; Educational Technology; Computers; Computer Assisted Instruction; Teaching Methods; Competition; Objectives + Suchen Sie Ihr Suchwort? Kooperatives Lernen; Praxisforschung; Mathematics lessons; Mathematikunterricht; Educational game; Lernspiel; Schülerverhalten; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Unterrichtserfolg; School year 05; 5. Schuljahr; Schuljahr 05; Socio-economic status; Sozioökonomischer Status; Prädiktor; Korrelation; Unterrichtsmedien; Digitalrechner; Computer based training; Computerunterstützter Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Wettkampf; Goal definition; Zielsetzung
Abstract	This field study investigated the application of cooperative, competitive, and individualistic goal structures in classroom use of computer math games and its impact on students' math performance and math learning attitudes. One hundred and sixty 5th-grade students were recruited and randomly assigned to Teams-Games-Tournament cooperative gaming, interpersonal competitive gaming, individualistic gaming, and the control group. A state-standards-based math exam and an inventory on attitudes toward mathematics were used in pretest and posttest. Students' gender and socioeconomic status were examined as the moderating variables. Results indicated that even though there was not a significant effect of classroom goal structure in reinforcing computer gaming for math test performance, game-based learning in cooperative goal structure was most effective in promoting positive math attitudes. It was also found that students with different socioeconomic statuses were influenced differently by gaming within alternative goal structures. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10