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19. Please rate the impact of each game on student motivation to learn?

Table 12 19. Please rate the impact of each game on student motivation to learn?

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This article appeared in a journal published by Elsevier. The attached copy is furnished to the author for internal non-commercial research and education use, including for instruction at the authors institution and sharing with colleagues. Provided for non-commercial research and education use. Not for reproduction, distribution or commercial use.
This article appeared in a journal published by Elsevier. The attached copy is furnished to the author for internal non-commercial research and education use, including for instruction at the authors institution and sharing with colleagues. Provided for non-commercial research and education use. Not for reproduction, distribution or commercial use.
The research methods and results of 16 empirical studies. Table 1
The research methods and results of 16 empirical studies. Table 1
Literature reviews on effect of instructional games. Table 2 mathematics, as dependent variables, were examined. In addition, the effects of prior knowledge, computer experience, and languag background, as independent variables, were investigated. Unlike the previous studies, this study examined the effect of 3-D modern game as the recent generation of the games. Further description about the modern games is provided in the Treatment section. The following questions guided this study:
Literature reviews on effect of instructional games. Table 2 mathematics, as dependent variables, were examined. In addition, the effects of prior knowledge, computer experience, and languag background, as independent variables, were investigated. Unlike the previous studies, this study examined the effect of 3-D modern game as the recent generation of the games. Further description about the modern games is provided in the Treatment section. The following questions guided this study:
A total of 193 Algebra and Pre-Algebra students and 10 teachers from an urban high school in the southeast of the United States were participated in the study. The power for subsequent Multivariate Analysis of Covariance (MANCOVA) was .97 (see Table 7); indicating a sufficient sample for testing the proposed hypotheses and obtaining valid results. Of the 193 participants, 117 participants were in the treatment group and 76 in the control group. The teachers' demographics are shown is Table 3. Fig. 1. The relations among the variables of language background, prior knowledge, computer experience, motivation and achievement with the cyclical learning process o! experiential learning theory extended from a Kolb’s (1984) circular learning.
A total of 193 Algebra and Pre-Algebra students and 10 teachers from an urban high school in the southeast of the United States were participated in the study. The power for subsequent Multivariate Analysis of Covariance (MANCOVA) was .97 (see Table 7); indicating a sufficient sample for testing the proposed hypotheses and obtaining valid results. Of the 193 participants, 117 participants were in the treatment group and 76 in the control group. The teachers' demographics are shown is Table 3. Fig. 1. The relations among the variables of language background, prior knowledge, computer experience, motivation and achievement with the cyclical learning process o! experiential learning theory extended from a Kolb’s (1984) circular learning.
The demographics of the participated teachers (N = 10). Table 3
The demographics of the participated teachers (N = 10). Table 3
Fig. 2. Screen shots of DimensionM™ games; single player Evolver™ on the left and multiplayer Meltdown™ on the right These district exams covered the mathematics topics included in the DimensionM™ game missions. The reliability and validity of the school district-wide benchmark exams have been determined by the school district. The benchmark test reliabilities were moderate to good and for the pretest ranged from .73 (Grade 9) to .82 (Grade 10) and for the posttest ranged from .84 (Grade 9) to .86 (Grade 10) (Princeton Review, 2008).
Fig. 2. Screen shots of DimensionM™ games; single player Evolver™ on the left and multiplayer Meltdown™ on the right These district exams covered the mathematics topics included in the DimensionM™ game missions. The reliability and validity of the school district-wide benchmark exams have been determined by the school district. The benchmark test reliabilities were moderate to good and for the pretest ranged from .73 (Grade 9) to .82 (Grade 10) and for the posttest ranged from .84 (Grade 9) to .86 (Grade 10) (Princeton Review, 2008).
The demographics of the participated students (N = 193). Table 4 — EEE OI coil A Information regarding participants' demographics, including ethnicity, gender, and computer skill was collected through a demographic survey provided in Appendix A. Information on participants’ prior mathematics knowledge and English fluency were determined based on the participants’ school record.
The demographics of the participated students (N = 193). Table 4 — EEE OI coil A Information regarding participants' demographics, including ethnicity, gender, and computer skill was collected through a demographic survey provided in Appendix A. Information on participants’ prior mathematics knowledge and English fluency were determined based on the participants’ school record.
The research design of treatment and control groups with instruments and treatment. X = Treatment; 01 = Demographic Survey; 02 = The School District-wide Benchmark Exams; 03 = Motivation Survey; 04 = Interview Table 5
The research design of treatment and control groups with instruments and treatment. X = Treatment; 01 = Demographic Survey; 02 = The School District-wide Benchmark Exams; 03 = Motivation Survey; 04 = Interview Table 5
The mean and standard deviation of six dependent variables (N = 193). Table 6
The mean and standard deviation of six dependent variables (N = 193). Table 6
Table 7
Table 7
The descriptive statistics on motivation post-survey (Motivation2).
The descriptive statistics on motivation post-survey (Motivation2).
fhe multivariate analysis of covariance for achievement and motivation of control and treatment groups when interacting with computer skill, mathematics achievement, an english language skill.
fhe multivariate analysis of covariance for achievement and motivation of control and treatment groups when interacting with computer skill, mathematics achievement, an english language skill.
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Computer LiteracyComputers in EducationInteractive Learning EnvironmentHuman Computer InterfaceComputer GameImproving Classroom Teaching
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