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)

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!

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

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

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

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

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

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

Major Topics and Levels

28 total games

68 total games

711 total games

www.wingz2fly.com/GameSurvey/Search.html

Results of algebra search

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)!

Math Blaster Algebra details

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

Science Fair Project Algebra: Not the Same Old Game

John Jay Science and Engineering Academy

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.

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

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

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

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.

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!

What questions do you have? www.wingz2fly.com/GameSurvey