You are here:

The Effects of Using Computer Games under Different Configurations on Fifth Graders’ Math Achievements
PROCEEDINGS

, Penn State University, United States

Society for Information Technology & Teacher Education International Conference, in Phoenix, AZ, USA ISBN 978-1-880094-55-6 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

This study investigated the effects of different game playing configurations on fifth graders' math achievement and attitudes. 125 fifth graders were recruited and assigned to Teams-Games-Tournament cooperative game-playing, interpersonal competitive game-playing, and no-games conditions. A state-standards-based math exam and an inventory on attitudes toward math were used in pretest and posttest to measure participants' math learning achievement. Students' gender, socio-economic status, and prior math ability were examined as the moderating variables and covariate. Multivariate analysis of covariance indicated that cooperative game-playing was most effective in promoting math learning, either cognitively or affectively, in spite of students' individual differences.

Citation

Ke, F. (2005). The Effects of Using Computer Games under Different Configurations on Fifth Graders’ Math Achievements. In C. Crawford, R. Carlsen, I. Gibson, K. McFerrin, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2005--Society for Information Technology & Teacher Education International Conference (pp. 3697-3700). Phoenix, AZ, USA: Association for the Advancement of Computing in Education (AACE). Retrieved January 21, 2020 from .

Keywords

References

View References & Citations Map

These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.

Suggest Corrections to References