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Evaluation of the effect of a digita...

Wale, Christine M.

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Evaluation of the effect of a digital mathematics game on academic achievement.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Evaluation of the effect of a digital mathematics game on academic achievement./
作者:	Wale, Christine M.
面頁冊數:	176 p.
附註:	Source: Dissertation Abstracts International, Volume: 75-04(E), Section: A.
Contained By:	Dissertation Abstracts International75-04A(E).
標題:	Educational psychology. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3606018
ISBN:	9781303628641

Evaluation of the effect of a digital mathematics game on academic achievement.
Wale, Christine M.

Evaluation of the effect of a digital mathematics game on academic achievement. - 176 p.

Source: Dissertation Abstracts International, Volume: 75-04(E), Section: A.

Thesis (Ph.D.)--University of Northern Colorado, 2013.

Digital games are widely popular and interest has increased for their use in education. Digital games are thought to be powerful instructional tools because they promote active learning and feedback, provide meaningful contexts to situate knowledge, create engagement and intrinsic motivation, and have the ability individualize instruction. However, claims about the potential benefits of digital games in education have outpaced quality empirical research on their effectiveness in K-12 settings.

ISBN: 9781303628641Subjects--Topical Terms:

517650
Educational psychology.

Evaluation of the effect of a digital mathematics game on academic achievement.
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245 1 0 $a Evaluation of the effect of a digital mathematics game on academic achievement.
300 $a 176 p.
500 $a Source: Dissertation Abstracts International, Volume: 75-04(E), Section: A.
500 $a Adviser: Marilyn C. Welsh.
502 $a Thesis (Ph.D.)--University of Northern Colorado, 2013.
520 $a Digital games are widely popular and interest has increased for their use in education. Digital games are thought to be powerful instructional tools because they promote active learning and feedback, provide meaningful contexts to situate knowledge, create engagement and intrinsic motivation, and have the ability individualize instruction. However, claims about the potential benefits of digital games in education have outpaced quality empirical research on their effectiveness in K-12 settings.
520 $a The purpose of this study was to investigate the effectiveness of a mathematics digital game, Ko's Journey, on seventh grade students' mathematics achievement as defined by a researcher-constructed test aligned with the Common Core Mathematics Standards (National Governors Association Center for Best Practices, Council of Chief State School Officers, 2010) and measured on a Rasch (1960) unidimensional equal-interval scale. This research was conducted using secondary data from a pretest-posttest control group design study with a total of 371 seventh grade students from 10 classrooms. Classroom teachers randomly assigned their classroom sections to play the mathematics digital game or served as a wait-listed control group and continued using the typical mathematics curriculum. Hierarchical linear modeling (HLM) and Rasch differential item functioning were used to determine the effect of the intervention on student's mathematics achievement.
520 $a Hierarchical linear modeling analyses, using person ability logit estimates derived from the Rasch scaling, concluded that the Ko's Journey intervention did not have a significant effect on posttest scores. The HLM analyses revealed a significant positive relationship between the students' individual pretest and posttest scores and the classroom average pretest and posttest scores. Using the Rasch differential item functioning, six assessment items were significantly less difficult for the experimental group compared to the control group; this suggested that the intervention was successful in teaching the mathematics targeted by the items. Technological problems experienced in the classrooms and differential implementation of the game among teachers confounded an accurate estimate of the efficacy of the digital game to improve academic achievement.
590 $a School code: 0161.
650 4 $a Educational psychology. $3 517650
650 4 $a Mathematics education. $3 641129
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710 2 $a University of Northern Colorado. $b Educational Psychology. $3 1676649
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793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3606018