Use Of Educational Computer Games Research Articles

On line and other Game-Based Learning for Mathematics

The last decade, researchers and educators have shown particular interest for the use of educational video games in mathematics education, in an effort to provide educational character to entertainment. In this paper we represent some of the most representative studies which evaluate the effects of video games on mathematics achievement as well as the improvement of memory, attention and cognitive skills. As indicated by the studies, video games may constitute useful tools in mathematics education as they support children’s comprehension on fundamental concepts, but also motivate them to see positively the course of mathematics.

Educative Valences of Using Educational Games in Virtual Classrooms

The communication and collaboration between different factors involved in educational process leads us to address concepts related to the use of educational games through online educational platforms, in distance learning. The difficulty of this process varies according to several factors. The educational valences of using educational games in virtual classrooms, in ODL (Open Distance Learning) Department of University of Bucharest have been identified, translated and exploited during the fourteen years of activity. The Information and Communication Technology (ICT), the existing information on ICT literacy, ICT courses developed during this time, different courses designed to improve the educational system, national and international projects which allowed us to highlight XXI century's skills: creativity, critical thinking, problem solving, decision taking strategies, learning and teaching strategies, active citizenship, life, career, personal and social responsibility, all leads us to the valorization of the significant role of technology in training students. The use of educational computer games had a direct result in the quality of courses, in traditional or computer mediated courses. There were identified pedagogical situations which determine the student to identify their expectation and needs and also help in transforming the extrinsic motivation in intrinsic motivation. The aim of this paper is to present a case study which underlines the pedagogical consequences of computer use in education: stimulating imagination, developing the logical thinking, the student learning in its own way and pace, without negative emotions to alter its behavior in a restrictive way.

Improving learning achievements, motivations and problem-solving skills through a peer assessment-based game development approach

In this study, a peer assessment-based game development approach is proposed for improving students’ learning achievements, motivations and problem-solving skills. An experiment has been conducted to evaluate the effectiveness of the proposed approach in a science course at an elementary school. A total of 167 sixth graders participated in the experiment, 82 of whom were assigned to the experimental group and learned with the peer assessment-based game development approach, while 85 students were in the control group and learned with the conventional game development approach. From the empirical results, it was found that the proposed approach could effectively promote students’ learning achievement, learning motivation, problem-solving skills, as well as their perceptions of the use of educational computer games. Moreover, it was found from the open-ended questions that most of the students perceived peer assessment-based game development as an effective learning strategy that helped them improve their deep learning status in terms of “in-depth thinking,” “creativity,” and “motivation.”

Conectando la experiencia con los aprendizajes: los videojuegos como recurso para la formación

El objetivo fundamental de este artículo es analizar el potencial de los videojuegos en la educación. Las expectativas sobre el valor educativo de los juegos han aumentado en los últimos años. Se trata de analizar la conexión real entre una amplia tipología de juegos y las posibilidades formativas de los mismos.

Factors affecting teachers' adoption of educational computer games: A case study

AbstractEven though computer games hold considerable potential for engaging and facilitating learning among today's children, the adoption of modern educational computer games is still meeting significant resistance in K‐12 education. The purpose of this paper is to inform educators and instructional designers on factors affecting teachers' adoption of modern educational computer games. A case study was conducted to identify the factors affecting the adoption of Dimenxian, which was a new educational computer game designed to teach Algebra to middle school students. The diffusion of innovations theory was used as the conceptual framework of this study. The results indicated that compatibility, relative advantage, complexity and trialability played important roles in the game adoption. These findings were compared with the existing literature on (1) the adoption of educational software, and (2) the barriers in the use of educational computer games in K‐12 settings to help guide future research and practice. The comparison showed that (1) adoption attributes for the games and other educational software had a similar pattern from high to low significance: relative advantage, compatibility, complexity, trialability and observability; and (2) the game adoption factors were more inclusive than the barriers of using the computer games.

Math teachers’ perspectives on using educational computer games in math education

By using a grounded theory approach, the purpose of this study is to develop a theoretical framework concerning the use of educational computer games in math education. Interviews (n=13) are conducted with math teachers living in Turkey. Data are analyzed according to constant comparative method. A model is formulated that the problems with using computer games in math classes, teaching the philosophy of teachers, requirements to use affect how to use computer games in the classes. They all directly affect the contributions of using computer games in math classes. Using educational computer games in math education can be understood through the background of five interrelated factors.

Thinking professionally

Many of us are from a generation when video games were wholesome and character building and the games did not reward, murder, torture, or theft. Those early games like Pong morphed into Wii's Family Table Tennis and Major League Eating which can be played even while seated in a retirement home. The widespread use of video-games in education, training, entertainment and the use of video game technology in the design and control of medical, commercial, and military systems has a significant impact on the present and the future directions of society. As in other rapid advances in technology, the speed of the development and immersion of this technology in our lives has left numerous significant questions.

A case study of computer gaming for math: Engaged learning from gameplay?

Employing mixed-method approach, this case study examined the in situ use of educational computer games in a summer math program to facilitate 4th and 5th graders’ cognitive math achievement, metacognitive awareness, and positive attitudes toward math learning. The results indicated that students developed more positive attitudes toward math learning through five-week computer math gaming, but there was no significant effect of computer gaming on students’ cognitive test performance or metacognitive awareness development. The in-field observation and students’ think-aloud protocol informed that not every computer math drill game would engage children in committed learning. The study findings have highlighted the value of situating learning activities within the game story, making games pleasantly challenging, scaffolding reflections, and designing suitable off-computer activities.