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How Digital Game-Based Learning Can Improve Students' Academic Achievement and Problem Solving
PROCEEDINGS

, , , National Cheng-Kung University, Taiwan

E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education, in Vancouver, Canada ISBN 978-1-880094-76-1 Publisher: Association for the Advancement of Computing in Education (AACE), San Diego, CA

Abstract

The purpose of this study was to investigate the effectiveness of different methods of instructional strategy (traditional instruction and digital game-based learning) on students’ academic achievement and problem solving. A pretest and posttest quasi-experimental design was used for this study. The participants were 44 9th grade students in two classes. This experiment was conducted for 23 weeks. ANCOVA was employed to examine whether there was a difference between the two research groups on the dependent variables after receiving different methods of instructional strategy. The results of this study were as follows: (a) students who received DGBL did not have higher academic achievement than students who received traditional instruction (b) students who received DGBL had a higher level of problem solving than students who received traditional instruction.

Citation

Gao, J.B., Yang, Y.T.C. & Chen, I.H. (2009). How Digital Game-Based Learning Can Improve Students' Academic Achievement and Problem Solving. In T. Bastiaens, J. Dron & C. Xin (Eds.), Proceedings of E-Learn 2009--World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (pp. 1256-1263). Vancouver, Canada: Association for the Advancement of Computing in Education (AACE). Retrieved January 24, 2020 from .

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