Enhancement effects of online edutainment game-play on students’ scholastic achievements in English and Mathematics
Connecting computer-supported collaborative learning to policy and practice : CSCL2011 conference proceedings : volume II short papers & posters
International Society of the Learning Sciences (ISLS)
Whether online edutainment gaming can enhance active student learning, and/or have effects on general intelligences and scholastic achievements remains debatable within education. This study provides empirical evidence of learning as mediated through a novel purpose-built edutainment game-play programme called e@Leader on students’ general intelligences and scholastic achievements in English and Mathematics, with 80 primary school students in a 2 x multivariate experimental-control study over four months. Student performances were measured in pre-post IQ and comprehension tests, and school’s scholastic results, with additional data gathered from pre-post questionnaires, classroom observations and interviews. Pre-post intervention results showed significant increases of scholastic performances between groups in both English and Mathematics, and within the experimental e@Leader group regarding differential high-low participation levels (p < 0.05). Follow-up analyses provided useful information regarding curriculum integration issues, thus supporting the claim for enhancement effects of online edutainment games upon student scholastic achievements, in an Asian educational context.
ISBN of the source publication: 9780578091532
Hui, W. Y., Diane, & Anthony R. Dickinson. (2011). Enhancement effects of online edutainment game-play on students’ scholastic achievements in English and Mathematics. In Hans Spada, Gerry Stahl, Naomi Miyake & Nancy Law (Eds.), Connecting computer-supported collaborative learning to policy and practice: CSCL2011 conference proceedings: Volume II short papers & posters (pp. 656-660) International Society of the Learning Sciences (ISLS).