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Impact of Video Games on Student Attitudes and Achievement in Mathematics: A Review of Literature

Impact of Video Games on Student Attitudes and Achievement in Mathematics: A Review of Literature. Blake Whitley 28 November 2011 EMS 792x. Introduction. An increasing number of children are playing video games and demand more interactive forms of instruction

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Impact of Video Games on Student Attitudes and Achievement in Mathematics: A Review of Literature

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  1. Impact of Video Games on Student Attitudes and Achievement in Mathematics:A Review of Literature • Blake Whitley • 28 November 2011 • EMS 792x

  2. Introduction • An increasing number of children are playing video games and demand more interactive forms of instruction • 46 million gamers between age of 5 and 17 (NPD Group, 2011) • 68% of parents believe video games provide mental stimulation or education (NPD Group, 2011)

  3. Introduction • attitudes toward mathematics play a central role in the learning of mathematics as they are frequently used as reliable predictors of long-term achievement in mathematics (Aiken, 1970) • Only one other literature review found that examined student attitudes and achievement in mathematics (2006)

  4. Conceptual Framework • Attitudes (Emotional response) (Ritzhaupt, Higgins, & Allred, 2011) • Self-Efficacy (Belief in one’s ability) (Ritzhaupt, Higgins, & Allred, 2011) • Student Achievement (Demonstrated ability)

  5. Conceptual Framework • Transfer (recall of prior knowledge and understanding of when and where to apply that knowledge) (Van Eck, 2001) • Flow Theory (increases student persistence by providing problems that are at or slightly above student’s level of ability) (Liu, Cheng, & Huang, 2011)

  6. MethodCriteria for Inclusion • Only articles pertaining to student attitudes and student achievement in mathematics will be reviewed • Will not focus on gender differences in attitudes or achievement as a result of video game implementation • Will not focus on socio-economic differences in attitude or achievement as a result of video game implementation

  7. MethodSearch Procedures • ERIC • Search terms: math*, video game*, attitude*, achievement, and computer game* • Forward search conducted using Google Scholar

  8. ResultsVideo Games in Education • Research displays close integration between student attitudes and student achievement (Aiken, 1970) • National Education Association (NEA) made recommendations for the implementation of video games in the classroom: SimCity promotes problem solving skills (NEA, 2007)

  9. ResultsVideo Games in Education • “Educate to Innovate” campaign launched in 2009 to “improve the participation and performance of America’s students in science, technology, engineering, and mathematics (STEM)” (whitehouse.gov, 2011) • “...harnessing the power of...interactive games...to reach millions of students” (whitehouse.gov, 2011)

  10. ResultsVideo Games in Education • DimensionM: role-playing video game requires students to answer rapid-fire math questions as they take part in 3-D adventures (Tabula Digita, 2003)

  11. ResultsStudent Attitudes Toward MathematicsPositive Impact • Improved attitudes toward mathematics (Akinsola & Animasahun, 2007; Ke, 2008) • Gains in self-esteem (Miller & Robertson, 2010) • Significant positive change in student attitudes and self-efficacy (Ritzhaupt, Higgins, & Allred, 2011)

  12. ResultsStudent Attitudes Toward MathematicsPositive Impact • Positive attitude toward educational value (Lopez-Morteo & Lopez, 2004) • Computer games promote motivation (Ke, 2008) • Improvement in motivation to learn (Rosas, Nussbaum, Cumsille, et. al., 2003)

  13. ResultsStudent Attitudes Toward MathematicsPositive Impact • Higher scores correlated to better attitudes toward math (Shin, Norris, & Soloway, 2006)

  14. ResultsStudent Attitudes Toward MathematicsNo Impact • No difference in student anxiety (Van Eck & Dempsey, 2002) • No significant difference in student attitudes (Gelman, 2010)* • *Positive impact in some categories

  15. ResultsStudent Achievement in MathematicsPositive Impact • Benefits in terms of both motivation and learning outcomes (Habgood & Ainsworth, 2011) • Improved achievement in mathematics (Akinsola & Animasahun, 2007; Miller & Robertson, 2010) • Students who used handheld games outperformed those who did not (Shin, Norris, and Soloway, 2006)

  16. ResultsStudent Achievement in MathematicsPositive Impact • Transfer promoted through computer mediated intervention (Van Eck, 2001) • Use of quantitative representations intentional and goal-oriented (Satwicz & Stevens, 2008) • Male language-minority students who played computer games in math daily demonstrated high math performance scores (Kim & Chang, 2010)

  17. ResultsStudent Achievement in MathematicsNo Impact • English-speaking students who played math games daily displayed significantly lower achievement (Kim & Chang, 2010) • No significant difference in mathematics achievement (Din & Caleo, 2000; Gelman, 2010; Ritzhaupt, Higgins, & Allred, 2011; Ke, 2008)

  18. ResultsSummary and Critique • Studies did not always show correlation between student attitudes and achievement in mathematics (although this has been shown in other disciplines) (Watson, 2011) • Enough evidence to suggest positive impact on student attitudes and need for further research on student achievement in mathematics

  19. DiscussionGeneral Issues • Concerns from parents and teachers relating to possible addictive behaviors or problems of social isolation as an effect of its use (Rosas, Nussbaum, Cumsille, et. al., 2003) • Students have difficulties in learning mathematics and only the traditional method of teaching is in vogue in schools (Akinsola, 2007)

  20. DiscussionGeneral Issues • Teachers have a critical role to play in maximizing the educational potential for intrinsic games (Habgood, 2011)

  21. DiscussionAreas for Future Research • Lack of generalizability (Miller & Robertson, 2010; Ritzhaupt, Higgins, & Allred, 2011; Shin, Norris, & Soloway, 2006) • Larger sample size (Shin, Norris, & Soloway, 2006; Van Eck & Dempsey, 2002) • Longer period of time (semester or year) (Van Eck & Dempsey, 2002)

  22. DiscussionAreas for Future Research • Longitudinal study (Ritzhaupt, Higgins, & Allred, 2011) • Game design (Ritzhaupt, Higgins, & Allred, 2011) • Non-competitive simulation games more beneficial (Ke, 2008) • Optimum frequency for playing games (Kim & Chang, 2010)

  23. DiscussionAreas for Future Research • Commonalities in video games that promote student achievement and positive student attitudes • More research at secondary level in mathematics

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