The way they went about on determining the students’ income status was by investigating who received “free lunch” at school. All students had some basic computer skills and knowledge, as well as previous digital game-playing experiences in or out of the classroom before he experiment was conducted. Participation was voluntary, given the students fell under the status circumstances. All participants were also instructed to take the pre- and posters. Given that the study took place during the regular hours of math class, the attendance was strong.
So therefore, all 1 60 students’ data were accountable towards the analysis of the study. (Eek, E, 2008) Procedures The teachers administered a pre-test. Each student was provided with a laptop that had internet-connection. The students took two orientation sessions that lengthened from 40 minutes each. During this time they had to read the guidelines and attempt to play each of the four math games that were provided. In the total length of four weeks they were instructed to play one math game during two 40-minute sessions per week.
The teachers monitored the students’ activities. Prior to the study, the teachers had received an hour of training. They were also given assistants to aid them in Observation while game-playing sessions Were active. In completion to the 4- week study, all students took the post test. In the cooperative game-based learning group, students were arranged by math skills and gender. They were then placed randomly into a team consisting of four students. During the first 10 minutes of each game session, students cooperated as a group and all participated with the game.
The students had the opportunity to discuss questions, solutions, and give feedback to each other in terms of correcting each others mistakes. Afterwards with the 30 minutes that was left, the teams competed with each other of the opposite four team members. Each team member was then provided with a separate laptop and was assigned to a tournament table. There were four to five students in each tournament able. They were placed according to achievement level. Students at each table played individually and did not receive cooperative help at any time from the other student sitting at their table.
As intended and allowed by the study, teachers encouraged the students to ask for help from another teammate nearby (at another tournament table) whenever they were stuck with a difficult position in the math games. When the gaming sessions were over, the students’ scores were compared at each table to calculate their rank. In the competitive game-based learning situation, students sat in their win seats, at their own desks and played games against the computer (not other students).
In the end of the two gaming sessions, each of the students “own” score were compared against other students in the class. In the individualistic game-based learning situation, students were again asked to sit at their own desks and played the game individually against the computer. But this time no scores were compared against other students. Meaning, no individual gaming ranks were announced at the end. They would solely measure and compare their own learning improvement skills based upon the aiming score record and the number of game levels they completed within each gaming session. Eek, F. , 2008) A Controlled/no-gaming learning situation was also included in the study. The students’ also completed two 40 minute math sessions per week for a total of 4 weeks. The math exercise session was done individually. But this time around laptops were not included. Student were instructed individually using paper and pencil to take on math exercises that revolved around math concepts and skills. At the end, the teachers gave feedback to all students. Feedback that reflected on whether hey got correct or incorrect items answers on the exercise sheets.
At no time during the math exercise session was there encouraged cooperative learning or competitive activities going on during the math exercise sessions. (Eek, E, 2008) Results In resulting to this study, it was present that KGB (computer game-based learning) within cooperative, individual, and competitive learning promoted cognitive math performance greater than the paper and pencil math session situation, although the effects were slightly slim. It was also discovered in the study that there was no difference between the three gaming groups cooperative, individual and competitive learning).
Meaning, in relation to math cognitive performance, there also was no evidence of cognitive outcome, when it came to the results of all computer game- based learning in comparison to the paper and pencil math exercise sessions. Between all three computer game-based learning situations, the cooperative game-based learning was greater and more effective than individual and competitive. The cooperative game-based learning group was the only group that out did the control group (paper and pencil; no gaming) when it came to promoting positive math learning attitudes.
Implications The highlighted implication of this study was to inform educational specialist such as teachers to consider the needs of selecting appropriate classroom management approaches when it comes to blending computer game-based learning into their school curriculums. As was present in this study it showed that game-based learning when overlooking the computer game itself, created a greater effect when it came to attitude toward math learning. They recommend that teachers use computer game base learning within a meaningful learning environment and use approaches that will promote learning.
Critique Limitations were noted in the study. One weakness that was present while conducting this study was the fact and it was also noted in the article, that the computer being played by all groups were intended for one player only. This might have served as a problem and the cooperative game-based learning group might have had an overall advantage when it came to determining the study findings/ results. One strength about this study was how they gathered the participants (students) for the study.
It was non bias, because they went about selecting the participants by gender and social-economic tutus and what resulted was that the students had a choice whether or not to participate (Involuntary study). Yin,J. M.. Hung, C. M. , Hang, G. J. , & Line, Y. C. (201 1). A came-Based Learning Approach to Improving Students’ Learning Achievements in a Nutrition Course. Turkish Online Journal of Educational Technology, 10(2), 1-10. Purpose The purpose of this study was to test whether or not a game-based learning approach, would influence the participates towards their learning of nutrition education.
This study further looks into depth on the influence that a game- eased learning approach might have on nutrition cognition and positive nutrition learning attitudes. The goal was to build and learn better food and drink eating habits through computer game-based learning. Theoretical links The theories that are present in this study and are being related to in terms of the game-based learning approach. These theories are cognitive and situated learning theory. Cognitive theory highlights that learners should be able to improve on something while simultaneously achieving to be on higher level of success and learning new things.
Cognitive theory also highlights that the earning process is progressive. Meaning, we move from easiness of tasks to more harder ones. For example, such game-based learning approaches that are applied need to stimulate the students’ learning motivation and task to attain a positive learning outcome. The Situated learning theory proclaims that learners should enter learning stages and levels in order to gain any knowledge of the subject. Sample The study included sixty-six third graders from two elementary school classrooms in Taiwan.
Out of the two classes one would be the experimental group (KGB) and the other would be the control group (power point instruction). To avoid bias action, the same teacher taught both classes. As opposed to being one different teacher in each class. The experimental group and the control group consisted of thirty-three students in each class. This study was conducted over a length of four weeks. Over each week they added one nutrition education lesson. Results/Analysis This outcome of this study resulted in, the learning achievement level of the students in the experimental group was greater than the students of the control group.
This study showed that computer game-based learning can effectively encourage the students’ learning in nutrition knowledge. And above all, this study indicated that a majority of the students showed a positive attitude toward the use of the game-based learning approach in nutrition education. Computer game-based instruction did not prove nor did it raise positive attitudes when learning nutrition over the students in the controlled Powering instruction group. Critique As predicted in the study the results are very positive but there are limitations that were noted in this study.
One weakness would be, the small sample size ND short experiment time frame. If it would be larger in sample size and length in time it might conclude a more precise examination of the effects of game-based learning approach for nutrition education. Another weakness might be that this study is too vague and not constructed to be able to go really in-depth in finding results. One strength about this study is that they kept it simple and there was no bias involvement. For example, in comparison to the other study involving different groups with one having an advantage over the other three in the first article I presented.