Effects of memory ability for high school students to play computer game
Wei-Te Liu, Fei-Chuan Chen, Nyan-Myau Lyau, National Yunlin University of Science and Technology, Taiwan ; Yui-Ming Lai, National Chushan Senior High School, Taiwan
EdMedia + Innovate Learning, in Tampere, Finland ISBN 978-1-939797-08-7 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
This study aims to investigate whether playing computer games and academic achievement influence the effectiveness of learning and memory of nonsense syllables by way of information processing theory and motivation theory. The main purpose of this study included the following three points: 1. explore high academic achievement, low academic achievement of high school students learning English influence in the nonsense syllables effectiveness of learning and memory ; 2. discussed the impact on the effectiveness of learning and memory between playing computer games and do not play computer games before learning English nonsense syllables; 3. investigate the effectiveness of learning and memory interactions among high academic achievement , low academic achievement and playing computer games or not after learning English nonsense syllables. This study used two-factor experimental method independent sample design with single factor and two -way ANOVA for data analysis. According to the research purpose, this study included 80 samples of high school students from a National High School in Nantou County, Taiwan. Research tools included the iPad 's cut fruit game (Fruit Ninja), and nonsense syllables in English according to Hermann Ebbinghaus ‘s psychology memory experiment design. This study found that the effectiveness of nonsense syllables of learning and memory was significantly different over the interaction of computer games and academic achievement. Higher academic achievement students, who played computer game for 10 minutes before learning activities, significantly improved the memory of nonsense syllables than who do not play games. However, the lower academic achievement students played computer games for 10 minutes significantly decreased the memory of nonsense syllables than who do not play games. In conclusion, playing computer games influenced the learners both in the learning motivation and the ability to handle message triggered the intervention of cognitive activity, and thus affect their learning and memory on nonsense syllables. Some recommendations were included.
Liu, W.T., Chen, F.C., Lyau, N.M. & Lai, Y.M. (2014). Effects of memory ability for high school students to play computer game. In J. Viteli & M. Leikomaa (Eds.), Proceedings of EdMedia 2014--World Conference on Educational Media and Technology (pp. 2405-2414). Tampere, Finland: Association for the Advancement of Computing in Education (AACE).
© 2014 Association for the Advancement of Computing in Education (AACE)