A case study of computer gaming for math: Engaged learning from gameplay?

  • Authors:

  • Fengfeng Ke

  • Affiliations:

  • College of Education, Organizational Learning and Instructional Technology Program, University of New Mexico, 294 Hokona Hall, MSC05-3040, Albuquerque, NM 87131-1231, USA

  • Venue:
  • Computers & Education
  • Year:
  • 2008

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Abstract

Employing mixed-method approach, this case study examined the in situ use of educational computer games in a summer math program to facilitate 4th and 5th graders' cognitive math achievement, metacognitive awareness, and positive attitudes toward math learning. The results indicated that students developed more positive attitudes toward math learning through five-week computer math gaming, but there was no significant effect of computer gaming on students' cognitive test performance or metacognitive awareness development. The in-field observation and students' think-aloud protocol informed that not every computer math drill game would engage children in committed learning. The study findings have highlighted the value of situating learning activities within the game story, making games pleasantly challenging, scaffolding reflections, and designing suitable off-computer activities.