TY - GEN
T1 - Enhancement effects of online edutainment game-play on students' scholastic achievements in English and Mathematics
AU - Hui, Diane
AU - Dickinson, Anthony R.
PY - 2011
Y1 - 2011
N2 - Whether online edutainment gaming can enhance active student learning, and/or have effects on general intelligences and scholastic achievements remains debatable within education. This study provides empirical evidence of learning as mediated through a novel purpose-built edutainment game-play programme called e@Leader on students' general intelligences and scholastic achievements in English and Mathematics, with 80 primary school students in a 2 x multivariate experimental-control study over four months. Student performances were measured in pre-post IQ and comprehension tests, and school's scholastic results, with additional data gathered from pre-post questionnaires, classroom observations and interviews. Pre-post intervention results showed significant increases of scholastic performances between groups in both English and Mathematics, and within the experimental e@Leader group regarding differential high-low participation levels (p < 0.05). Follow-up analyses provided useful information regarding curriculum integration issues, thus supporting the claim for enhancement effects of online edutainment games upon student scholastic achievements, in an Asian educational context.
AB - Whether online edutainment gaming can enhance active student learning, and/or have effects on general intelligences and scholastic achievements remains debatable within education. This study provides empirical evidence of learning as mediated through a novel purpose-built edutainment game-play programme called e@Leader on students' general intelligences and scholastic achievements in English and Mathematics, with 80 primary school students in a 2 x multivariate experimental-control study over four months. Student performances were measured in pre-post IQ and comprehension tests, and school's scholastic results, with additional data gathered from pre-post questionnaires, classroom observations and interviews. Pre-post intervention results showed significant increases of scholastic performances between groups in both English and Mathematics, and within the experimental e@Leader group regarding differential high-low participation levels (p < 0.05). Follow-up analyses provided useful information regarding curriculum integration issues, thus supporting the claim for enhancement effects of online edutainment games upon student scholastic achievements, in an Asian educational context.
UR - http://www.scopus.com/inward/record.url?scp=84858418861&partnerID=8YFLogxK
M3 - Conference contribution
AN - SCOPUS:84858418861
SN - 9780578091532
T3 - Connecting Computer-Supported Collaborative Learning to Policy and Practice: CSCL 2011 Conf. Proc. - Short Papers and Posters, 9th International Computer-Supported Collaborative Learning Conf.
SP - 656
EP - 660
BT - Connecting Computer-Supported Collaborative Learning to Policy and Practice
T2 - 9th International Computer-Supported Collaborative Learning Conference: Connecting Computer-Supported Collaborative Learning to Policy and Practice, CSCL 2011
Y2 - 4 July 2011 through 8 July 2011
ER -