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Educational
(Computer) Game
Effectiveness
Neil M. Redfield John Jay Science and Engineering Academy
Diane L. Gaither StMU Southwest Research Institute
Carol L. Redfield, Ph.D. St. Mary’s University (StMU)
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Games and Computers
• Games have been played for centuries
– for many purposes
• A game is educational when
– one goal is to learn or practice something
– remember playing concentration?
• Computer games around since 1970’s
– multi-billion dollar industry
– more money in computer gaming than in movies!
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Study at SITE 1999 • Educational Software exists – TEKS topics
– Reading
– Writing
– Languages
– Art and music
– Health and physical education
– Business and living skills
– Social studies
• history, geography
– Mathematics
– Science
• physics, astronomy, chemistry, biology, computers
• Areas not cover then, are now – Physical education,
– English as a 2nd language
– Texas history
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Where to Get Computer Tutors
• CD-Rom – many are $10-40 US – example companies – The Learning Company / Riverdeep
– Knowledge Adventure
• On-line – many are free – examples – www.FunBrain.com
– www.FunSchool.com
• Searchable Databases – www.wingz2fly.com/GameSurvey 1000+ games
• made by Ms Diane Gaither and Dr Redfield
– http://eddata.fnal.gov/lasso/espg/searchespg/Search.html
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Software Recommendations • Reading
• Reader Rabbit
• Writing • Maestro
• Mathematics • Math Blaster
• Science • Zap!, Magic School Bus
• Social Studies • Wonders of the Ancient World
• Art and Music • Band in a Box
• Business • Rollercoaster Tycoon
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Learning Effectiveness
• Few effectiveness studies have been
done on educational computer software • pre-test, post-test, control group, sig. difference
• A few exceptions
– Electro Adventure, Navy Research Labs
– Reader Rabbit by the Learning Company
– Maestro by TutorTek
– ISIS by TutorTek
• After another survey in 2005 was done,
– and we add another effectiveness study
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Survey of Electronic Games that Teach
• SITE 2006 paper
• Survey existing computer games
– all platforms
– all ages
– all subjects
• Looked for effectiveness studies
• Made the results accessible on Web
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The Survey
• 1003 games recorded and put into database – Web page created
www.wingz2fly.com/GameSurvey
– data analyzed
• Some results – most educational computer games are on Windows
– some are available on Macintosh platforms
– no console games at the time • Playstation II, GameCube, X-box, and
Nintendo DS (handheld)
• now 1 game for a handheld – Brain Age – Nintendo DS
– no scientific effectiveness studies done at that time
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Major Topics and Levels
28 total games
68 total games
711 total games
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www.wingz2fly.com/GameSurvey/Search.html
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Results of algebra search
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Study Set-up
• We wanted to answer the call to study the effectiveness of a computer game
• Selected algebra 1 – fairly consistent content around the United States
– required in Texas
– many students available
• Developed test for pre- and post- from TEKS – 25 multiple choice questions
– reviewed by 4 math teachers
• Reviewed 9 algebra 1 titles – students and teachers – easy to use
– available to buy
– able to run on Windows XP (4 did)!
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Math Blaster Algebra details
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Math Blaster Algebra Content
• Comprehensive for algebra 1 concepts
– Understanding algebraic
expressions and equations
– Working with ratio, proportion and percent
– Plotting points on a graph
– Factoring polynomials
– Applying the order of operations
– Exploring inequalities and
quadratic equations
– Building and solving equations
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Science Fair Project Algebra: Not the Same Old Game
John Jay Science and Engineering Academy
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Introduction and Purpose
• The purpose of this experiment was to determine if an educational computer game
- Math Blaster Algebra
is effective in increasing
- knowledge and
- understanding
in a student’s first year of algebra.
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Procedures
• 42 students self-selected to participate
• Students split into test and control groups
• Students took a pre-test of algebra 1
• Students in test group were given – a copy of the game Math Blaster Algebra to play and
– a sheet to record their times
• Students played for a 5 week period
• Students took a post-test
• Students grade averages were collected – 1st grading period
– 3rd grading period progress report
• Data analyzed in Excel – t-Tests
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33 Tests were Performed
• Comparing grades and test measures
Time Played in vs. Pre to Post-Test Difference
R2 = 0.0598
-8
-6
-4
-2
0
2
4
6
0 10 20 30 40 50 60
Time Played in Hours
Pre
to
Po
st-
Te
st D
iffe
ren
ce
l
Time Played vs. 1st Six Weeks to 3rd Progress Report Difference
R2 = 0.0199
-30
-25
-20
-15
-10
-5
0
5
10
15
20
0 10 20 30 40 50 60
Time Played in Hours
1st S
ix W
ee
ks to
3rd
Pro
gre
ss l
Re
po
rt D
iffe
ren
ce
l
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Analysis Results
• No correlation between time played and
performance
• No significant results on grades
• Increase of 9% (2¼ points) on post-test
of study group compared to control
group
• Increase of 6% (1½ points) for questions
of known content
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Study Conclusions
• Math Blaster Algebra increased test scores
and understanding of algebra for students.
• There was an increase in understanding of
linear equations, specifically identifying
characteristics and manipulating variables.
• Educational computer games may provide a
motivation and incentive for spending more
time on the task of learning and playing
around with whatever topic that is embedded
in the game.
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Further Research & Applications
• Students at Jay SEA still playing
• Could also study
– larger subject group
– controlled/monitored environment to play
– other games and subject areas
• This work could provide
– making more math computer games for HS
– alternative teaching/learning methods
– make studying fun
• Let your kids play!