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.
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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).