Effect of Computer-Based Video Games on Children: An Experimental Study
T. Chuang, and W. Chen. Educational Technology & Society, 12 (2):
1–10(2007)
Abstract
This experimental study investigated whether computer-based video games facilitate children's cognitive learning. In comparison to traditional computer-assisted instruction (CAI), this study explored the impact of the varied types of instructional delivery strategies on children’s learning achievement. One major research null hypothesis was tested: there are no statistically significant differences in students' achievement when they receive two different instructional treatments: (1) traditional CAI; and (2) a computer-based video game. One hundred and eight third-graders from a middle/high socio-economic standard school district in Taiwan participated in the study. Results indicate that computer-based video game playing not only improves participants' fact/recall processes (F = 5.288, p < .05), but also promotes problem-solving skills by recognizing multiple solutions for problems (F = 5.656, p < .05).
%0 Journal Article
%1 chuang2007effect
%A Chuang, Tsung-Yen
%A Chen, Wei-Fan
%D 2007
%I IEEE Computer Society
%J Educational Technology & Society
%K design education games haifa-games-course learning memory
%N 2
%P 1–10
%T Effect of Computer-Based Video Games on Children: An Experimental Study
%U http://www.ifets.info/index.php?http://www.ifets.info/abstract.php?art_id=927
%V 12
%X This experimental study investigated whether computer-based video games facilitate children's cognitive learning. In comparison to traditional computer-assisted instruction (CAI), this study explored the impact of the varied types of instructional delivery strategies on children’s learning achievement. One major research null hypothesis was tested: there are no statistically significant differences in students' achievement when they receive two different instructional treatments: (1) traditional CAI; and (2) a computer-based video game. One hundred and eight third-graders from a middle/high socio-economic standard school district in Taiwan participated in the study. Results indicate that computer-based video game playing not only improves participants' fact/recall processes (F = 5.288, p < .05), but also promotes problem-solving skills by recognizing multiple solutions for problems (F = 5.656, p < .05).
@article{chuang2007effect,
abstract = {This experimental study investigated whether computer-based video games facilitate children's cognitive learning. In comparison to traditional computer-assisted instruction (CAI), this study explored the impact of the varied types of instructional delivery strategies on children’s learning achievement. One major research null hypothesis was tested: there are no statistically significant differences in students' achievement when they receive two different instructional treatments: (1) traditional CAI; and (2) a computer-based video game. One hundred and eight third-graders from a middle/high socio-economic standard school district in Taiwan participated in the study. Results indicate that computer-based video game playing not only improves participants' fact/recall processes (F = 5.288, p < .05), but also promotes problem-solving skills by recognizing multiple solutions for problems (F = 5.656, p < .05).},
added-at = {2010-12-26T14:40:32.000+0100},
author = {Chuang, Tsung-Yen and Chen, Wei-Fan},
biburl = {https://www.bibsonomy.org/bibtex/28a016af91344133372891f1b415f82d5/yish},
interhash = {a2598ba1e284f4e00607b0c3b347faf6},
intrahash = {8a016af91344133372891f1b415f82d5},
journal = {Educational Technology & Society},
keywords = {design education games haifa-games-course learning memory},
number = 2,
pages = {1–10},
publisher = {IEEE Computer Society},
timestamp = {2010-12-26T14:40:32.000+0100},
title = {Effect of Computer-Based Video Games on Children: An Experimental Study},
url = {http://www.ifets.info/index.php?http://www.ifets.info/abstract.php?art_id=927},
volume = 12,
year = 2007
}