ERIC Number: ED057886
Record Type: RIE
Publication Date: 1970-Aug
Reference Count: 0
Manipulation and Novelty of Reward as Features in Educational Games.
Keislar, Evan R.; Phinney, Jean
This experimental study investigates differences between a game approach and a programmed learning approach in teaching three listening comprehension skills (negation, exclusion, joint denial) to a total of 13 4- or 5-year-old Head Start children. It was hypothesized that (1) manipulation and novelty of reward would influence children to choose an educational game more frequently than they would an instructional program, and (2) children would show gains from the game approach which would be equal or greater than those obrained with a programmed learning approach. A pilot study helped establish puzzles and procedures for the main experiment. In this experiment, each child played the Make-a-Picture Game. He indicated his comprehension of cues played on an audio flashcard by placing puzzle pieces correctly into a frame. The alternative approach required the child to mark a picture in a workbook corresponding to audio flashcard cues. Criterion tests of listening comprehension and activity preference indicated that children showed no preference for an educational game over an instructional program and both groups of children made significant gains on pretest-posttest measures of language comprehension. The investigators conclude that the number of subjects was not large enough to provide a satisfactory test of the hypotheses. (WY)
Publication Type: N/A
Education Level: N/A
Sponsor: Office of Economic Opportunity, Washington, DC.
Authoring Institution: California Univ., Los Angeles.
Identifiers: Project Head Start