Educational Computer Games in Math Teaching

In this study, the effect of educational computer games on students' academic success and their attitudes towards mathematics were investigated. The study was designed as a mixed method. The results revealed that after the implementation, no significant variation was observed between both groups in terms of academic test scores and attitude points. However, qualitative findings indicated that students in the experimental group got more pleasure from the lessons and their attitudes towards mathematics were positively affected. Also, educational computer games are effective learning tools and create a positive affirmation on students. Although this study was conducted in the face to face classrooms, the findings would be transferred to other learning settings such as distance and online education. Therefore, the experience obtained from such technologically enriched learning environments is discussed in the context of distance and online learning.

THE EFFECT OF EDUCATIONAL COMPUTER GAMES ON THE VOCABULARY LEARNING PERFORMANCE OF TURKISH MIDDLE SCHOOL EFL STUDENTS

<p>This study aims to establish the effects of educational computer games on the vocabulary learning of EFL students. In the research, the real experimental model with a pre-test/post-test control group was used. The application of the study was carried out with 5th grade EFL students in two middle schools. The study group consisted of 166 students in the experimental group and 171 students in the control group. Five different games have been developed for use in research, including selection-matching-space-filling games, memory games, word capture games, crossword games, and millionaire games. Games were prepared by using Adobe Captivate 9.0 program. The students in the experimental group learned through educational computer games. The students in the control group learned according to the current program. Data were collected by applying the academic achievement test before and after one month of the experiment. To analyze the data were used quantitative data methods; T-Test for independent samples, t-Test for dependent samples, Mann-Whitney U test, and Wilcoxon signed-rank test. The results of the study indicate that the students who learned vocabulary with educational computer games were more successful than the students who learned according to the current program. The learning in the experimental group is more retention than in the control group.</p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0963/a.php" alt="Hit counter" /></p>

Barriers to the Use of Serious Computer Games in the Practical Work with Children with Educational Difficulties

This study looks into the barriers and factors that influence the use of educational computer games (ECGs) that speech and language therapists face in the treatment of children with special educational needs (SEN). 111 respondents were administered a 12- question questionnaire in 2018/2019. The results showed that 87% of all the respondents used games. The highest percentage of users was from the 20-30 years old age group. The professionals with extensive working experience of 16-20 years and 21+ indicated the lack of time for games as a significant barrier. The study showed positive attitudes towards the use of ECGs in working with children with SEN and the need for developing high-quality games that match current practice of professionals.

Implementing M-Learning System for Learning Mathematics Through Computer Games and Applying Neural Networks for Content Similarity Analysis of an Integrated Social Network

In order to make e-learning systems more readily available for use, the majority of new systems are being developed in a form suitable for mobile learning, i.e. m-learning. The paper puts focus on the parts of the implementation of an e-learning system which is not restricted to desktop platforms, but works equally well on smartphones and tablets in the form of m-learning. The implemented system uses educational computer games for learning Mathematics in primary schools and has an integrated social network, which is used for communication and publishing of the content related to the game. Besides analysing the platforms used for accessing the system (desktop/mobile), since students are given a choice, the paper also questions how to interpret messages when they contain concepts in student jargon or generally unknown to teachers, and shows that these messages can be interpreted by applying neural networks.

Detecting Students Gifted in Mathematics with Stream Mining and Concept Drift Based M-Learning Models Integrating Educational Computer Games

One of the problems of individualized classes which adapt contents and methods of teaching to students of different cognitive capabilities is early and widely available detection of students gifted in certain educational fields. The paper proposes models which are based on stream mining and which can detect students gifted in Mathematics solely on the basis of their interaction with the m-learning system using educational computer games and with no access to any other feature except for student age. Classification accuracy and time-efficiency of different feature selection methods are examined in order to make the models more interpretable, hence less complex. Stream mining classification accuracy in the utilized models is evaluated on new (yet unseen) records, while the concept drift detection analyses at which point of time should new models be built.

Digital Educational Computer Games Environments Supporting Education (DECGE-SE)

The purposes of the research were 1) to design the Digital Educational Computer Games Environments Supporting Education (DECGE-SE) and 2) to evaluate the DECGE-SE. The research procedure was divided into two phases. The DECGE-SE as follows: (1) Learning: (1.1) Subject area, (1.2) Learning objectives/Player goals, (1.3) Learning Theories, (1.4) Platform and (1.5) Type of game; (2) Instruction: (2.1) Game Cycle and (2.2) Components for educational computer games online; (3) Outcomes and Impacts comprised four elements: (3.1) Knowledge acquisition/content understanding, (3.2) Perceptual and cognitive skills, (3.3) Affective and motivational outcomes and (3.4) Behavioural change. The expert opinions on the DECGE-SE evaluated that it was a very high appropriate level.

What Cognitive Psychology Can Tell Us About Educational Computer Games

Developers of educational computer games often have incomplete knowledge of the cognitive abilities of learners, yet this knowledge can be useful in informing game design. This chapter reviews two important cognitive abilities that underlie learning: working memory and attentional capacity/executive function. From a description of the developmental course of each ability, we derive a set of recommendations for game developers to follow when designing games for learners of different ages. The chapter next reviews the psychology of transfer of training, including two major theories on the issue. The doctrine of identical elements appears to give the better description of how transfer occurs from training environment (the educational computer game) to target environment (real world performance of the learned skill). It is recommended that games embody, as closely as possible, the end behavior they hope to produce, as this will produce maximal transfer. Finally, we review some controversial research demonstrating distant transfer in computer video gaming.

Linguodidactic potential of educational computer games

The definition of the concept of a computer game and the content of the parameters included in it are given. The types of computer games and how they are used for didactic purposes are considered. The main types of games include: design programs; dramatization (fairy tale con-structors); developing computer programs aimed at developing visually-motor coordination in space; puzzles, games for the development of logical thinking; games for the development of at-tention and memory. The analysis of a number of advantages of computer games in the educational process is carried out. These include the following provisions: a large number of ways to provide information; a positive effect on the motivation and interest of students in the educational process; the variability of the ways in which the problems are solved, as well as control over their solution and formulation; a huge toolkit designed to control the activities of students; a beneficial effect on the development of introspection skills. We also consider the distribution of learning games according to different groups, depending on their nature of activity related to cognition. Game methodology and its basic principles are considered. The main principles are meaningfulness of learning; learning context; multivariance. The main suggestions for the proper use of computer games in the educational process are also considered. The main point will be the emergence of motivation to learn. Two fundamental principles of the motivation phase are also analyzed, which should be considered when choosing a computer game in the educational process. These include such principles of the phases of motivation as: research and culture. An analysis of how to use games, especially their educational part, to ensure a successful educational process is carried out.