Assessing the effectiveness of a 3-D instructional game on improving mathematics achievement and motivation of middle school students

British Journal of Educational Technology

Volumn 43, Issue 6, 2012, Pages 993-1003

  Bai, Haiyan ^a   Pan, Wei ^b   Hirumi, Astusi ^a   Kebritchi, Mansureh ^c  

^a UNIVERSITY OF CENTRAL FLORIDA   (United States)

^b UNIVERSITY OF CINCINNATI   (United States)

^c WALDEN UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

CLASSROOM INSTRUCTION; COMPUTER ACTIVITIES; CONTROL GROUPS; MATHEMATICAL KNOWLEDGE; MATHEMATICS EDUCATION; MIDDLE SCHOOL STUDENTS; RESEARCH STUDIES; STUDENT MOTIVATION; TREATMENT GROUP;

ALGEBRA; KNOWLEDGE ACQUISITION; MOTIVATION; STUDENTS;

EDUCATION COMPUTING;

EID: 84867573248     PISSN: 00071013     EISSN: 14678535     Source Type: Journal    
DOI: 10.1111/j.1467-8535.2011.01269.x     Document Type: Article

References (45)

1. Bahr, C. M., &, Rieth, H. J., (1989). The effects of instructional computer games and drill and practice software on learning disabled students' mathematics achievement. Computers in School, 6, 3-4, 87-101.
2. Brandt, D. S., (1997). Constructivism: teaching for understanding of the internet. Communications of the ACM, 40, 10, 112-117.
3. Christensen, C. A., &, Gerber, M. M., (1990). Effectiveness of computerized drill and practice games in teaching basic math facts. Exceptionality, 1, 3, 149-165.
4. Clements, D. H., &, Sarama, J., (2009). Learning and teaching early math: the learning trajectories approach. New York: Taylor & Francis.
5. Conati, C., &, Zhao, X., (2004). Building and evaluating an intelligent pedagogical agent to improve the effectiveness of an educational game. Proceedings of the 9th International Conference on Intelligent User Interfaces, Funchal, Madeira, Portugal, pp. 6-13.
6. Csikszentmihaliy, M., (1990). Flow: the psychology of optimal experience. New York: Harper & Press.
7. De Jean, J., Upitis, R., Koch, C., &, Young, J., (1999). The story of "phoenix quest": how girls respond to a prototype language and mathematics computer game. Gender and Education, 11, 2, 207-223.
8. Dewey, J., (1938). Experience and education. New York: Collier Books.
9. Driscoll, M., (2000). Psychology of learning for instruction. Needham Heights, MA: Allyn & Bacon.
10. Egenfeldt-Nielsen, S., (2005). Beyond edutainment: exploring the educational potential of computer games. Copenhagen, Denmark: IT-University of Copenhagen.
11. Elliott, J., Adams, L., &, Bruckman, A., (2002). No magic bullet: 3D video games in education. Proceedings of ICLS 2002, International Conference of the Learning Sciences, Seattle, WA.
12. Farmer, C. J., (2005). The No Child Left Behind Act: will it produce a new breed of school financing litigation? Columbia Journal of Law & Social Problems, 38, 4, 443-481.
13. Franken, R., (1994). Human motivation. Pacific Grove, CA: Brooks/Cole.
14. Gee, P., (2003). What video games have to teach us about learning and literacy. New York: Palgrave Macmillan.
15. Harris, D. N., &, Herrington, C. D., (2006). Accountability, standards, and the growing achievement gap: lessons from the past half-century. American Journal of Education, 112, 2, 209-238.
16. Haynes, L. C., (2000). Gender differences in the use of a computer-based mathematics game: strategies, motivation, and beliefs about mathematic and computers. ProQuest Information & Learning, 60, 9, 3328-3624.
17. Heckenberg, S. G., Herbert, R. D., &, Webber, R., (2004). Visualisation of the minority game using a mod. In, N. Churcher, &, C. Churcher, (Eds), Proceedings of Australasian symposium on information visualisation (pp. 157-163). (invis.au'04). Conferences in Research and Practice in Information Technology, 35. Christchurch, New Zealand: ACS.
18. Jones, M. G., Jones, B. D., &, Hargrove, T. Y., (2003). The unintended consequences of high-stakes testing. Lanham, MD: Rowman and Littlefield.
19. Kafai, Y. B., &, Ching, C. C., (1996). Meaningful contexts for mathematical learning: the potential of game making activities. Proceedings of the 1996 International Conference on Learning Sciences, Evanston, IL. (pp. 164-171).
20. Ke, F., (2009). A qualitative meta-analysis of computer games as learning tools. In, R. E. Ferdig, (Ed.), Handbook of research on effective electronic gaming in education (pp. 1-32). Hershey, PA: Information Science Reference.
21. Ke, F., &, Grabowski, B., (2007). Gameplaying for maths learning: cooperative or not? British Journal of Educational Technology, 38, 2, 249-259.
22. Kebritchi, M., Hirumi, A., &, Bai, H., (2010). The effects of modern mathematics computer games on mathematics achievement and class motivation. Computers & Education, 55, 427-443.
23. Keller, J. M., (1987). Development and use of the ARCS model of motivational design. Journal of Instructional Development, 10, 3, 2-10.
24. Kerka, S., (2000). Incidental learning. Trends and alert. Education and Technology Series (ERIC Document Reproduction Service No. ED 446234).
25. Kim, D. Y., Zabel, J., Stiefel, L., &, Schwartz, A. E., (2006). School efficiency and student subgroups: is a good school good for everyone? Peabody Journal of Education, 81, 4, 95-117.
26. Laurel, B., (1991). Computers as theatre. Reading, MA: Addison-Wesley.
27. Lim, C. P., Nonis, D., &, Hedberg, J., (2006). Gaming in a 3D multiuser environment: engaging students in Science lessons. British Journal of Educational Technology, 37, 2, 211-231.
28. Lopez-Morteo, G., &, Lopez, G., (2007). Computer support for learning mathematics: a learning environment based on recreational learning objects. Computer & Education, 48, 618-641.
29. Malone, T., (1981). Toward a theory of intrinsically motivating instruction. Cognitive Science, 4, 333-369.
30. Middleton, J. A., &, Spanias, P., (1999). Motivation for achievement in mathematics: findings, generalisations and criticisms of the research. Journal for Research in Mathematics Education, 30, 1, 65-88.
31. Nunnally, J. C., &, Bernstein, I. H., (1994). Psychometric theory (3rd ed.). New York: McGraw-Hill.
32. Okolo, C. M., (1992). The effect of computer-assisted instruction format and initial attitude on the arithmetic facts proficiency and continuing motivation of students with learning disabilities. Exceptionality: A Research Journal, 3, 4, 195-211.
33. Ota, K. R., &, DuPaul, G. J., (2002). Task engagement and mathematics performance in children with attention-deficit hyperactivity disorder: effects of supplemental computer instruction. School Psychology Quarterly, 17, 3, 242-257.
34. Provenzo, E. F., (1991). Video kids: making sense of Nintendo. Cambridge, MA: Harvard.
35. Rhyne, T. M., (2000). Entertainment computing: computer games' influence on scientific and in-formation visualization. Computer, 33, 12, 154-156.
36. Rosas, R., Nussbaum, M., Cumsille, P., Marianov, V., Correa, M., Flores, P., et al, (2003). Beyond Nintendo: design and assessment of educational video games for first and second grade students. Computers & Education, 40, 71-94.
37. Sanchez-Palencia, E., (1980). Non-homogeneous media and vibration theory (Lecture Notes in Physics 127). New York: Springer-Verlag.
38. Spivey, P. M., (1985). The effects of computer assisted instruction on student achievement in addition and subtraction at first-grade level. Retrieved February 10, 2010, from http://eric.ed.gov/ERICWebPortal/custom/portlets/ recordDetails/detailmini.jsp?-nfpb=true&-&ERICExtSearch-SearchValue-0= ED263874&ERICExtSearch-SearchType-0=no&accno=ED263874
39. Szendrei, J., (1996). Concrete materials in the classroom. In, A. J. Bishop, K. Clements, C. Keitel, J. Kilpatrick, &, C. Laborde, (Eds), International handbook of mathematics education Vol. 1 (pp. 411-434). Dordrecht, the Netherlands: Kluwer Academic Publishers.
40. Tabula Digita, Inc. (2007). DimensionM. Retrieved October 20, 2009, from http://www.tabuladigita.com/TD/corp.php?s2=3&s3=0
41. Taylor, E., (2006). A critical race analysis of the achievement gap in the United States: politics, reality, and hope. Leadership & Policy in Schools, 5, 1, 71-87.
42. Taylor, P., &, Jonker, L., (1978). Evolutionarily stable strategies and game dynamics. Mathematical Biosciences, 40, 145-156.
43. Thompson, A., (1984). The relationship of teachers' conceptions of mathematics and mathematics teaching to instructional practice. Educational Studies in Mathematics, 15, 105-127.
44. Van Eck, R., (2006). The effect of contextual pedagogical advisement and competition on middle-school students' attitude toward mathematics and mathematics instruction using a computer-based simulation game. Journal of Computers in Mathematics and Science Teaching, 25, 2, 165-195.
45. Whittlesea, B., &, Wright, R., (1997). Implicit (and explicit) learning: acting adaptively without knowing the consequences. Journal of Experimental Psychology, 23, 181-200.