ERIC Number: EJ972710
Record Type: Journal
Publication Date: 2012
Pages: 15
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1925-7147
EISSN: N/A
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.)
Descriptors: Learner Engagement, Educational Strategies, Control Groups, Elementary School Students, Learning Strategies, Teaching Methods, Educational Technology, Computer Games, Computer Assisted Instruction, Internet, Educational Games, Time on Task, Comparative Analysis, Experimental Groups, Observation, Student Surveys, Attitude Measures, Instructional Effectiveness, Suburban Schools, Action Research
Nipissing University. 100 College Drive, Box 5002, North Bay, Ontario, P1B 8L7 Canada. Tel: 705-474-3450; e-mail: cjar@nipissingu.ca; Web site: http://cjar.nipissingu.ca
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
Grant or Contract Numbers: N/A