Strategy Instruction and Maintenance of Basic Multiplication Facts through Digital Game Play

2013 ◽  
Vol 3 (2) ◽  
pp. 36-54 ◽  
Author(s):  
André R. Denham
Keyword(s):  
Conceptual Understanding ◽  
Strategy Instruction ◽  
Digital Game ◽  
Game Play ◽  
Multiplication Facts ◽  
Instructional Content ◽  
Narrow View ◽  
Significant Difference ◽  
Concurrent Development ◽  
Stages Of Learning

Formative instruction on multiplication primarily focuses on rote memorization. This leads to factual fluency, but also develops a narrow view of multiplication and hinders the development of conceptual understanding. Theory and research recommend the concurrent development of conceptual understanding and factual fluency during the initial stages of learning about multiplication. Woodward (2006) conducted a field study to investigate this instructional approach and found a significant difference between those who received instruction on multiplicative properties and timed-drills of multiplication facts on a conceptual measure than those who only spent time on timed drills. This study investigated the efficacy of integrating the same approach within a digital game. There was a significant decrease between pre- and post- measures of participants timed retrieval of multiplication facts, but no differences were found between conditions on pre- and post-measures of conceptual understanding. These findings indicate that special attention must be paid to intrinsic integration of instructional content in order to address conceptual understanding through digital game play.

Strategy Instruction and Maintenance of Basic Multiplication Facts through Digital Game Play

2015 ◽  
pp. 290-309
Author(s):  
André R. Denham
Keyword(s):  
Conceptual Understanding ◽  
Strategy Instruction ◽  
Digital Game ◽  
Game Play ◽  
Multiplication Facts ◽  
Instructional Content ◽  
Narrow View ◽  
Significant Difference ◽  
Concurrent Development ◽  
Stages Of Learning

Formative instruction on multiplication primarily focuses on rote memorization. This leads to factual fluency, but also develops a narrow view of multiplication and hinders the development of conceptual understanding. Theory and research recommend the concurrent development of conceptual understanding and factual fluency during the initial stages of learning about multiplication. Woodward (2006) conducted a field study to investigate this instructional approach and found a significant difference between those who received instruction on multiplicative properties and timed-drills of multiplication facts on a conceptual measure than those who only spent time on timed drills. This study investigated the efficacy of integrating the same approach within a digital game. There was a significant decrease between pre- and post- measures of participants timed retrieval of multiplication facts, but no differences were found between conditions on pre- and post-measures of conceptual understanding. These findings indicate that special attention must be paid to intrinsic integration of instructional content in order to address conceptual understanding through digital game play.

Analysis of Athletes ' Views on Digital Games

2021 ◽  
Vol 15 (11) ◽  
pp. 3206-3213
Author(s):  
Mikail Tel
Keyword(s):  
Mobile Phones ◽  
Research Group ◽  
Social Life ◽  
Female Athletes ◽  
Digital Games ◽  
Digital Game ◽  
Game Play ◽  
Online Questionnaire ◽  
Desktop Computer ◽  
Significant Difference

The aim of this research is to determine athletes ' views on digital games and to determine their relationship to certain variables. 1521 (927 male, 594 female) athletes who continue their activities in different branches constitute the sample of the research. The research is in the screening model and has a descriptive quality. As a data collection tool, an online questionnaire was applied in which participants' demographic information, frequency of game play, the duration of game play with either mobile phone and desktop computer, and their digital game play status were surveyed. The data was analyzed using the SPSS statistical package program and the significance level was accepted as p<0.05. As a result, 60.9% of the research group were male, 35.5% were between the ages of 21 and 30, 59.2% were students, and 61.5% were undergraduates or graduates. 36.9% of participants were observed to play sports between 1-5 years, 27.5% were observed to play sports between 6-10 years, and 62.9% of them still continued their sports activities as athletes. In the study, it was determined that athletes played games in moderate frequency and preferred to play games at higher rates, daily, using their mobile phones. Participants expressed that they liked to play games and wanted to play again when they were successful in those games. Athletes stated that games are addictive, games with violent elements negatively affect people, and while excessive gameplay negatively affects social life, games also help them to relieve their boredom. They believe that games which are played with friends and family, etc. improved social skills, and they noted that games can be used for educational purposes, and that playing games helps them learn something new, but is mostly effective in filling out free time. Athletes also noted that they did not believe that playing digital games improved their athletic abilities specific to their sport in any way. A statistically significant difference was found when athletes' views on gender and digital games were examined. It was determined that there were statistically significant differences according to age, profession, year of playing sports, level in sports branch, frequency of playing games, duration of playing games with mobile phones, duration of playing games with computers, and that there were no statistically significant difference according to educational status. As a result, it was determined that the athletes in the research group played digital games with medium frequency and liked to play games. We believe that it will be useful for athletes to use digital games, the internet and social media to develop their skills in their branch of sports. Keywords: Digital game, sports and Digital Game, athletes and digital game.

The older player of digital games: A classification based on perceived need satisfaction

2014 ◽  
Vol 39 (1) ◽  
Author(s):  
Bob De Schutter ◽  
Steven Malliet
Keyword(s):  
Older Adults ◽  
Video Games ◽  
Qualitative Study ◽  
Digital Games ◽  
Need Satisfaction ◽  
Digital Game ◽  
Game Play ◽  
Perceived Need ◽  
Freedom Fighters ◽  
Larger Sample

AbstractThe current study aims to integrate the findings of previous research on the use of video games by older adults by applying the Uses & Gratifications (U&GT) paradigm (Blumler and Katz, 1974). A qualitative study was performed with 35 participants aged between 50 and 74, who were selected from a larger sample of 213. Based upon their primary playing motives and the gratifications they obtain from digital game play, a classification was developed, resulting in five categories of older adults who actively play games: “time wasters”, “freedom fighters”, “compensators”, “value seekers” and “ludophiles”.

scholarly journals Parental confirmation of rating symbols and technology-focused mediation for digital game play: Relationship with the adaptation of children

2019 ◽  
Vol 83 (0) ◽  
pp. 1A-011-1A-011
Author(s):  
Shu Zheng ◽  
Yumi Matsuo ◽  
Sachi Tajima ◽  
Yukiko Horiuchi ◽  
Mizuha Teramoto ◽  
...  
Keyword(s):  
Digital Game ◽  
Game Play

scholarly journals THE EFFECTS OF A WEB-BASED COMPUTER SIMULATION ON STUDENTS’ CONCEPTUAL UNDERSTANDING OF RATE OF REACTION AND ATTITUDE TOWARDS CHEMISTRY

2015 ◽  
Vol 14 (5) ◽  
pp. 627-640
Author(s):  
Eunice Eyitayo Olakanmi
Keyword(s):  
Computer Simulation ◽  
Conceptual Understanding ◽  
Attitude Scale ◽  
Control Group ◽  
Learning Tools ◽  
Structured Interviews ◽  
Teaching Chemistry ◽  
Web Based ◽  
Significant Difference ◽  
Rate Of Reaction

This study established the effects of a web-based computer simulation on the conceptual understanding of the rate of chemical reaction and attitude of 66 first year secondary school (SS1) students in Niger state, Nigeria towards chemistry. A pre-test and post-test experimental design was used during which students were randomly assigned into either the experimental or the control group. The ‘Rate of Reaction Knowledge Test’ (RRKT) and the ‘Chemistry Attitude Scale’ (CAS) was administered. Classroom observations and structured interviews with the students yielded additional qualitative data. The results showed that a statistically significant difference was found between the groups and that the web-based computer simulation improved students’ development of mental models on rate of reaction in comparison to the students in the experimental group. The students in the experimental groups also indicated that they liked using the software learning tools. The findings support the notion that chemistry teachers should be trained or re-trained in the use of web-based computer simulations for teaching chemistry. It places an onus on educational authorities to procure web-based simulations for use in teaching chemistry and other science subjects in secondary schools. Key words: attitude to chemistry, conceptual understanding, rate of reaction, web-based computer simulation.

scholarly journals Bodies That Count: Augmentation, Community, and Disability in a Science Fiction Game

2020 ◽  
Vol 14 (4) ◽  
pp. 421-436 ◽  
Author(s):  
Diane Carr
Keyword(s):  
Science Fiction ◽  
Disability Studies ◽  
Game Studies ◽  
Digital Game ◽  
Game Play ◽  
Disability Theory ◽  
The Grotesque

The article examines the overlaps between disability studies and digital game studies through an analysis of the science fiction digital game Deus Ex: Mankind Divided. Using an adaptation of Mitchell and Snyder’s work on disability and narrative prosthesis in literature, the power implied by erasure-by-metaphor is considered, as are issues of migration, appropriation, and the grotesque. By examining ability, disability, and tangibility in relation to the game’s rules, game-play, and narrative elements, this analysis demonstrates the relevance of disability theory to science fiction games.

scholarly journals The Effect of IELTS Listening Strategy Use on the Reduction of IELTS Listening Test Anxiety and on IELTS Listening Performance

2017 ◽  
Vol 7 (11) ◽  
pp. 1025 ◽  
Author(s):  
Ali Reza Nemat Tabrizi ◽  
Mahnaz Ranjbar
Keyword(s):  
Test Anxiety ◽  
Pearson Correlation ◽  
Strategy Instruction ◽  
Strategy Use ◽  
Control Group ◽  
Listening Test ◽  
Significant Difference ◽  
Post Test ◽  
The Impact ◽  
Experimental Group

The study investigates the impact of IELTS listening strategy use on the reduction of listening test anxiety and on the listening performance of the IELTS test takers in light of the data of 80 participants on the pretest and post-test IELTS listening along with the participants' score on pre-anxiety and post anxiety scale. So, drawing on the instruments including a proficiency test, pre/post-test, anxiety questionnaire, materials for strategy instruction, the participants were randomly divided into two groups: Control Group and Experimental Group, each including 40 participants. As per the procedure, after tackling their pre-listening performance and pre-anxiety score, one group was treated with IELTS-Listening related strategies and the other group was not treated, but both were administered listening test. The results of the study indicated that those treated with IELTS strategy outperformed ( t (78) = 4.57, p = .000, r = .460 ) those receiving no listening-related strategy. Furthermore, the results of a t-test run on the post-test of the groups anxiety arrived at a statistically significant difference (t (78) = 5.77, p = .000, r = .547), representing that the control group outperformed the experimental group. Also, Pearson Correlation done for finding out a potential relationship between anxiety and listening performance indicated a negative and weak to moderate relationship ((r (78) = -.26, p = .020). The pedagogical implications of the study are in detailed argued.

scholarly journals The Relationship Between the Digital Game Addiction Levels of Secondary and High School Students and Their Motivation for Participation in Physical Activity During the Pandemic Process

2021 ◽  
Author(s):  
Burçak KESKİN ◽  
Burcu GÜVENDİ23 ◽  
Bilal KARAKOÇ ◽  
Selman KAYA ◽  
Onat ÇETİN2
Keyword(s):  
Physical Activity ◽  
High School ◽  
High School Students ◽  
Digital Game ◽  
School Students ◽  
Digital Gaming ◽  
Game Addiction ◽  
Significant Difference ◽  
Motivation Scale ◽  
The Relationship

This study aims to determine the relationship between the digital game addiction levels of secondary and high school students and their motivation for participation in physical activity during the pandemic process. the study participants include a total of 322 students, 227 males, and 95 females, aged between 11 and 18. the game addiction scale for adolescents and the motivation scale for participation in physical activity were used as data collection tools in the study. in the statistical method of the study, descriptive statistics (frequency, arithmetic mean, standard deviation), t-test, one-way analysis of variance (ANOVA), Tukey multiple comparisons, and Pearson correlation tests were used. In the research findings, it has been determined that there is a negative and low-level significant relationship between the individual reasons and causelessness sub-dimensions of the motivation scale for participation in physical activity and digital game addiction. there was a significant difference in the game addiction scale and sub-dimensions of the motivation for participation in physical activity according to the duration of digital gaming of the students and their education levels. A significant difference was determined in the motivation scale for participation in physical activity according to the branch variable, and in the scale of game addiction according to the situation of the parents’ setting limits on the duration of digital gaming. A significant difference was not found in either scale according to gender. As a result, it was observed that the more the motivation for participation in physical activity, the lower the digital game addiction.

scholarly journals Modelling instruction effect with different reasoning ability on physics conceptual understanding by controlling the prior knowledge

2020 ◽  
pp. 73-84
Author(s):  
Ike Lusi Meilina ◽  
Supriyono Koes Handayanto ◽  
Muhardjito Muhardjito
Keyword(s):  
Prior Knowledge ◽  
Conceptual Understanding ◽  
Scientific Reasoning ◽  
Model Development ◽  
Learning Model ◽  
Reasoning Ability ◽  
Knowledge Test ◽  
Ability Test ◽  
Reasoning Abilities ◽  
Significant Difference

Modelling instruction is systematic instructional activity for constructing and applying scientific knowledge in Physics lesson. The purpose of this research is to determine the effect of Modelling instruction with different reasoning abilities on understanding physical concepts by controlling students’ prior knowledge. This research used experimental method with 2x2 factorial design with two Modelling instruction classes and two conventional classes with a total of 176 students. The instrument used was reasoning ability test, prior knowledge test, and physics concept test. It used LCTSR (Lawson’s Classroom Test of Scientific Reasoning) instrument. Prior knowledge test instruments consisted of 25 problems to identify how deep the students understand the topic before they undergo the learning process and physics concept test consisted of 25 problems. Based on the statistical test using two factor Ancova, it proved that there was a significant difference in students’ ability to master the physics concept between using Modelling instruction learning model and using conventional learning model. The result showed that the Modelling instruction increasing conceptual understanding better than conventional learning. There are two important parts in the Modelling instruction that are model development and model deployment. This study also confirms that there are significant differences in understanding the concepts between students of high reasoning ability and low reasoning ability. Students with high reasoning abilities have a better understanding of concepts than students with low reasoning abilities.

Effective Knowledge Development in Game-Based Learning Environments

2010 ◽  
pp. 152-168
Author(s):  
Amy B. Adcock ◽  
Ginger S. Watson ◽  
Gary R. Morrison ◽  
Lee A. Belfore
Keyword(s):  
Learning Environments ◽  
Deep Understanding ◽  
Serious Game ◽  
Knowledge Development ◽  
Exploratory Learning ◽  
Simulation Design ◽  
Game Play ◽  
Knowledge Domains ◽  
Instructional Content ◽  
Exploratory Learning Environments

Serious games are, at their core, exploratory learning environments designed around the pedagogy and constraints associated with specific knowledge domains. This focus on instructional content is what separates games designed for entertainment from games designed to educate. As instructional designers and educators, the authors want serious game play to provide learners with a deep understanding of the domain, allowing them to use their knowledge in practice to think through multifaceted problems quickly and efficiently. Attention to the design of serious game affordances is essential to facilitating the development of domain knowledge during game play. As such, the authors contend that serious game designers should take advantage of existing prescriptions found in research on knowledge development in exploratory learning environments and tests of adaptive instructional designs in these environments. It is with this intention that the authors use evidence from research in cognitive processes and simulation design to propose design heuristics for serious game affordances to optimize knowledge development in games.

Sign in / Sign up

Export Citation Format

Share Document