How Digital Game-Based Learning Can Improve Students' Academic Achievement and Problem Solving
PROCEEDINGS
Jian-Bin Gao, Ya-Ting C Yang, I-Hua Chen, 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 March 28, 2024 from https://www.learntechlib.org/primary/p/32627/.
© 2009 Association for the Advancement of Computing in Education (AACE)
Keywords
Cited By
View References & Citations Map-
Enhancing 5th Graders’ Science Content Knowledge and Self-Efficacy Through Game-Based Learning
Angela Meluso, Meixun Zheng, Hiller Spires & James Lester, North Carolina State University, United States
EdMedia + Innovate Learning 2011 (Jun 27, 2011) pp. 3799–3806
These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.