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ERIC Number: EJ972710
Record Type: Journal
Publication Date: 2012
Pages: 15
Abstractor: As Provided
Reference Count: 17
ISSN: ISSN-1925-7147
Does Digital Game-Based Learning Improve Student Time-on-Task Behavior and Engagement in Comparison to Alternative Instructional Strategies?
Schaaf, Ryan
Canadian Journal of Action Research, v13 n1 p50-64 2012
Digital Game-Based Learning (DGBL) activities were examined in comparison with effective, research-based learning strategies to observe any difference in student engagement and time-on task behavior. Experimental and control groups were randomly selected amongst the intermediate elementary school students ages 8 to 10 years old. Student observations and attitudinal surveys were completed after eight lesson cycles to determine which student group had a higher level of engagement and time-on-task behavior. Six of the 8 trials showed a higher student survey average in the level of student enjoyment while experiencing DGBL. Six of the 8 trials produced equal or higher class average scores for focus and attentiveness during DGBL versus alternative strategies. Seven out of 8 trials produced higher student table observation averages for DGBL. In conclusion, the data suggests DGBL can be as effective in the classroom as other research-proven instructional strategies. (Contains 6 tables.)
Nipissing University. 100 College Drive, Box 5002, North Bay, Ontario, P1B 8L7 Canada. Tel: 705-474-3450; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education; Elementary Secondary Education; Grade 3; Grade 4; Grade 5; Intermediate Grades
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Maryland