Abstract
Digital Game-Based Learning (DGBL) activities were examined in comparison with effective, research-based learning strategies to observe any difference in student engagement and time-on task behavior. Experimental and control groups were randomly selected amongst the intermediate elementary school students ages 8 to 10 years old. Student observations and attitudinal surveys were completed after eight lesson cycles to determine which student group had a higher level of engagement and time-on-task behavior. Six of the 8 trials showed a higher student survey average in the level of student enjoyment while experiencing DGBL. Six of the 8 trials produced equal or higher class average scores for focus and attentiveness during DGBL versus alternative strategies. Seven out of 8 trials produced higher student table observation averages for DGBL. In conclusion, the data suggests DGBL can be as effective in the classroom as other research-proven instructional strategies.
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