Abstract
The goal of this study was to test the efficacy of using games presented on the PLATO IV instructional system to provide remedial mathematics training for Basic Electricity/Electronics (BE/E) School trainees at Naval Training Center, San Diego, California. Drill and practice routines for two tasks were instructionally programmed for the PLATO IV system in three methods. Two games (“speedway” and “tug-of-war”) were designed which utilized PLATO IV display capabilities, along with a conventional problem presentation followed by answer feedback routine. The outcome of the games depended on student course performance. Experimental comparisons were made between conventional instruction and each of the two games. No significant differences in performance or training time measures were found between the three training methods. Questionnaire data indicated that students who experienced both game mathematics practice and conventional practice definitely preferred game practice and expressed a definite preference for one game over the other. The best predictor of mathematics proficiency in this study was the Arithmetic Reasoning Test (ARI) score. Other student background measures were not as predictive.
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