Evaluating Computer Games for Children
Tsung-Yen Chuang, National University of Tainan, Taiwan ; Wei-Fan Chen, The Pennsylvania State University, United States
EdMedia + Innovate Learning, in Vancouver, Canada ISBN 978-1-880094-62-4 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
This study investigated whether computer games facilitate children' 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: no statistically significant differences in students' achievement when they receive two different instructional treatments: (1) traditional CAI; and (2) a computer game. One hundred and eight third-graders participated in the study. Results indicate that computer 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).
Chuang, T.Y. & Chen, W.F. (2007). Evaluating Computer Games for Children. In C. Montgomerie & J. Seale (Eds.), Proceedings of ED-MEDIA 2007--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 3253-3256). Vancouver, Canada: Association for the Advancement of Computing in Education (AACE).
© 2007 Association for the Advancement of Computing in Education (AACE)