Upload
debora-d-baga
View
220
Download
0
Embed Size (px)
Citation preview
8/15/2019 Rubrict for Research Dr Sabariah
1/37
No Writer’s
name/year
Theory Obj/hypothesis Instrument Location Sample Result Finding Notes
01 Arik King (2011)
“using interactive
games to improvemath achieement
among middle
school students in
need of
remediation
Situated
cognition
Theory
H 0
μ1 !
μ2 !
μ3
H a μ
1≠ μ
2≠μ
3
• The hypo "as tested #y
comparing the mean of
the control group(
ma ) "ith the mean
of the e$perimental
group (
mb) and the
mean of the comparison
group( mc )% &'ual
means no difference%
• A higher mean score for
the control group
compared to the t"o
remedial groups
indicates that traditional
instruction is more
effective
• A higher means score
for the e$perimental
groups indicates that
adding intervention tool
of interactive games is
uantitative
study
• uasi
e$periment
Su#
ur#an
mid
Atlantic pu#lic
school
12 students
• *th grade
regular
mathclasses
• +ivides
into ,
group
(control-
compari
son-
e$perim
ental)
• There "ere
differences #et"een
the , groups on post.
test scores "hencontrolling for pre.
test scores- "ith
students in the
e$perimental groups
having larger gains
than those in the
control groups "hen
using /onferroni
adusted alpha level%
• /ased on the result-
the null hypothesis
reected
hen pro#lem #ased
gaming instruction "as
added to the standard
remedial math program-students performed #etter
than "hen they received
only the standard remedial
program and #etter than
students "ho received
neither the pro#lem.#ased
gaming instruction nor the
standard remedial math
program%
13405
1
8/15/2019 Rubrict for Research Dr Sabariah
2/37
the more effective
instructional strategy
02 Tammy
6eed(2010)
“the relationship
#et"eencomputer games
and reading
achieement7
8onstructi
vism
theory
H 0 the use of computer
soft"are games "hich
present reading skills in agaming format does not
increase reading achievement
in 2nd grade students as
indicated #y the oral reading
fluency
H 1 !the use of computer
soft"are games "hich
present reading skills in a
gaming increases reading
achievement in 2nd grade
students as indicated #y the
oral reading fluency%
uantitative
methods
&lementa
ry school
in the
southeastern
'uadrant
of the
9nited
States
10,- 2nd
grade
students
The null hypothesis (
H 0 ) stated the used
of computer games"hich present reading
skills in a gaming format
does not increase reading
achievement in 2nd grade
students as indicated #y
the oral reading fluency-
is not reected%
The use of computer
soft"are games "hich
present reading skills in a
gaming format does notincrease reading
achievement in 2nd grade
students as indicated #y
the oral reading fluency
.
0, Aikaterini
katmada-Apostolo
s :avridis-
;ThrasyvoulosTsi
atsos(201s
flo"
theory
1) To investigate the
student>s opinion
regarding the usa#ility
of the “volcanic riddle7
game%2) To investigate "hether
the gender of students
affect their opinion
a#out the usa#ility of the“volcanic riddles7 game
uantitative
method
School in
?reece
,* students
(2, #oys - 1<
girls) aged
12 1<
years%
1) The students opinion
a#out the game>s
usa#ility "as
e$amine using
@ikert type 'uestion%
The statistical result
are as #elo"
- 9nderstand ho" the
games is played(: !
8/15/2019 Rubrict for Research Dr Sabariah
3/37
(:!
8/15/2019 Rubrict for Research Dr Sabariah
4/37
“ the impact of
video games in
children>s learning
of mathematics7
mean test score of children
"ho ere not aided #y time=.
attack andu2 is the
mean test score of children
"ho "ere aided #y the game
H 1 The average test
score for children "ho "ere
aided #y Timez-Attack id
greater than or e'ual to the
average score for children
"ho "ere aided #y Timez-
Attack, "hereu1 is the
mean test score of children"ho ere not aided #y time=.
attack andu2 is the
mean test score of children
"ho "ere aided #y the game
reect H
0 and
accept H
1 if p.
value ¿ %0C
• H
0 reected%
game% Dence it conclude
that Timez-attack game
gave a positive impact of
children achievement in
multiplication%
0C Terri @ynn Kurley
Gerguson (201
8/15/2019 Rubrict for Research Dr Sabariah
5/37
digital.#ased games versus
students "ho "ere taught
using traditional math
methods only
H a there "ill #e a
statistically significant
difference in student alge#ra
achievement- as measured #y
the 2012 Horth 8arolina
&I8 Test for Alge#ra 1-
#et"een students "ho "ere
taught "ith traditional math
methods and the use of
digital.#ased games versus
students "ho "ere taught
using traditional math
methods only
instruction)
%&periment
al group"b#'
112 students
(receivedtraditional
math
instructional
in 1stsem and
+igital
games #ased
learning for
the 2nd
semester)
The mean difference
found comparing these
t"o groups "as ,%051
points% This result
indicates that the
e$perimental group hadsignificantly higher &I8
test scores as compared
"ith the control group%
Therefore- H
0 is
reected%
digital.#ased games versus
students "ho "ere taught
using traditional math
methods only%
03 Iskar Ku- Sherry
J%8hen- +enise
D%u- Andre"
8%8 ;Takai
8han(201,)
“ The effects of
game.#ased
learning on
mathematical
confidence and
performance Digh
A#ility vs @o"
A#ility “
:astery
&$perience
Theory
(/andura)
• To investigate "hether
?/@ enhances students
confidence and learning
performances to"ard
mathematics
• To investigate "hether
students "ith different
levels of academic
a#ility react similarly to
?/@
uantitative
(uasi e$p)
Schools
in
Tai"an
C1 students
• 10 11
years
• 23 &$p
?roup
• 2C
control
?roups
8omparison #et"een &?
and 8? means score%
• 8onfidence (using
'uestionnaire)(retest
M EG ! ,%,3*
M CG ! ,%,3C
(osttest
M EG ,%335
• The results indicate
that #oth high a#ility
and lo" a#ility
students "ith the
?/@ approach gained
significance
improvement on their
confidence and
learning performances
to"ard mathematics
• n contrast- student
"ith the paper #ased
setting did not sho" a
significant
B
5
8/15/2019 Rubrict for Research Dr Sabariah
6/37
M CG ! ,%2
• 8omputational
performances(assess
ment)(retest
M EG ! 21%C
M CG ! 21%*3
(osttest
M EG 35%
8/15/2019 Rubrict for Research Dr Sabariah
7/37
M CG ! ,%3
(ost'test lo) ability
M EG ! ,%1<
M CG ! ,%s
motivation
theory
• To study the
effectiveness of a
comple$ computer game
on student>s alge#ra
achievement scores%
• To study the effect of a
comple$ computer game
on students> motivationsin learning mathematics%
uantitative
method
('uasi e$p)
Eu#lic
school
district in
the
southeast
of the
9nited
States
8/15/2019 Rubrict for Research Dr Sabariah
8/37
0 :ido 8hang;:ichael A%
&vans ;Sunha
Kim ;
Anderson Horton
;Kir#y +eater.
+eckard ;
Javu=Samur
(201C)
“The effects of
an educational
video gameIn mathematical
engagement7
8ognitivetheory
1% To investigate "hether theLAEEM improve student>s
mathematical engagement
measured #y an
overall engagement score as
"ell as scores for the su#.
domains #ehavioural-
emotional- and cognitive%
2% To investigate are there
any differential effects of the
LAEEM for male and femalestudents-
controlling for prior
mathematics achievement
uantitativemethod
ruralschool
district in
Nirginia
10* fifthgrade
students
.2
students "as
assigned as a
control
group in
"hich
students
learned
fractionsusing
paper.and.
pencil drills%
.*5 students-
"ere
+escriptive statistics of pre.and post.math engagement
scores
1% Iverall
Ere.
test
Eost.
test
AEE :ale.53%23Gemale
. 52%03
:ale.5*%*0Gemale
. 5,%*1
Eap
er ;
Een
cil
:ale.%3*
Gemale. 51%00
:ale.*C%2C
Gemale. 5%00
.The LAEEM group hadsmall increases "hile the
paper.and.pencil drill
group displayed #ig
decreases in all
engagement levels% ts
sho" that the AEE games
help students in their
mathematical engagement
. The main effect of
LAEEM- gender- andmathematics achievement
did not reveal significant
effects on cognitive
engagement%
B
8
8/15/2019 Rubrict for Research Dr Sabariah
9/37
assigned to
learn
fractions #y
playing the
LAEEM on
iEodTouches as a
treatment
group
2% #ehavioural
Ere.
test
Eost.
test
AEE :ale.,C%*<Gemale
. ,
8/15/2019 Rubrict for Research Dr Sabariah
10/37
+"eri2 (201
8/15/2019 Rubrict for Research Dr Sabariah
11/37
;?"o en D"ang
(201 self.
efficacy-
motivation-
an$iety ;
Achievements
theory learning approach
improve the students>
self.efficacy in
comparison "ith the
conventional
technology.enhancedlearning approach and
traditional instruction
• To study "hether the
game.#ased
mathematics learning
approach promotes the
students> learning
motivation in
comparison "ith the
conventional
technology.enhanced
learning approach and
traditional instruction
• To investigate "hether
the game #ased
mathematics learning
approach decrease the
students> mathematical
an$iety in comparison
"ith the conventional
technology.enhanced
learning approach and
traditional instruction
• to investigate "hether
the game.#ased
mathematics learning
approach improve the
students>> learning
l method in
/eiing
• &$p
group
• 2,
student
• 9sing
+igitalgame.
#ased
learning
.?roup /
• &$p
?roup
• 2,
students
• using e.
learning
.?roup 8• 8ontrol
group
• 2,
students
• using
tradition
al
instructi
on
result
1% self.efficacy
('uestionnaire)
Ere Eost
A ,%C, ,%*<
/ ,%15 ,%C3
8 ,%,0 ,%2<
2% @earning :otivation
('uestionnaire)
Ere Eost
A ,%00 ,%*
/ ,%00 ,%C3
8 ,%00 ,%2,
,% :athematical
an$iety
('uestionnaire)
Ere Eost
A ,%
8/15/2019 Rubrict for Research Dr Sabariah
12/37
achievement in
comparison "ith the
conventional
technology.enhanced
learning approach and
traditional instruction11 ennie :% 8arr
(2012)
+oes :ath
Achievement
h>AEE>en "hen
iEads and ?ame.
/ased @earning
are ncorporated
into Gifth.?rade
:athematics
nstruction
student.
centered
e$perientia
l theoreti.
cal
H 0 There "iil #e no
statistically significant
difference e$ists in
mathematics achievement
among fifth. grade students
in a small- rural Nirginia
school district as measured
#y the fifth.grade
mathematics SGA Nirginia
SI@ aligned assessment for
students in the group in
"hich ipads "ere used in a
11 setting for mathematical
instruction as compared to
students in the group in
"hich iEads "ere not used
uantitative
.'uasi
e$periment
2
elementa
ry
schools
in
Nirginia .
?race
Dannah
elementa
ry school
.@ucas
6o#ert
elementa
ry school
Cth grader
mathematics
students.
'!ontrol
groups
C3 Cth grade
students
from ?race
Dannah
elementary
schools
.%&perimtal
*roups
8/15/2019 Rubrict for Research Dr Sabariah
13/37
3%*
8/15/2019 Rubrict for Research Dr Sabariah
14/37
computer games
on speed- attention
; consistency of
learning
mathematics
among students7
increasing the attention of
math students
H 2 Nideo ?ames
have positive effect on
increasing the speed ofmath students
H 3 Nideo ?ames
have positive effect on
increasing the learning
a#ility of math students
H 4 Nideo ?ames
have positive effect on
increasing the learning
consistency of math
students
8ity multistage
cluster
sampling
one class
"as selected
randomly to
form the
control
group ;
other class
as the e$p
group
control
group
'traditional
maths class
%&p group
.using ocean
e$press
game
- The mean scores of
e$p group in attention
"ere more than that of
control group% G.test
results sho"s that the
difference is
significant(G!210%,-p!0%001)
- The average of the e$p
group in speed "as
more than that of the
control group% G.test
results
(G!1C%23-p!0%001)%
- the e$perimental
intervention had no
significant effect on
math learning
(G!1%1*-p!0%2) ;
learning sta#ility
(G!2%1C-p!0%1C)%
accelerated math
calculations in learning
mathematics% ho"ever
computer games have no
significant effect on
increasing math learning
; learning sta#ility
1, +i$ie K%
S"earingen(2011)
&ffect of digital
game #ased
learning on ninth
8onstructi
vismtheory
1% To study the effect of
digital.game play onstudent mathematics
achievement as
measured #y a district
created standards.#ased
e$am
uantitative
method
Transitio
n class inrural
high
school
in 9S-
mid"este
20
1
st
year 5
th
grade
students
Treatment
group.game
The descriptive
data results from #oth
control and treatment
groups
+st objectie
• :ean post.test scores
for all students that did
not play the ::I?
The results of this study
indicate that a relationshipmay e$ist #et"een
ninth grade students>
mathematics achievement
scores on a district created
standardi=ed test and
14
8/15/2019 Rubrict for Research Dr Sabariah
15/37
grade students>
mathematics
achievement
2% to study "hether are
there statistically
significant differences in
mathematics
achievement #et"een
students "ho play an
interdisciplinary ::I?
and students "ho do not
play an interdisciplinary
::I?,% To investigate to "hat
e$tent do students>
gender - S&S and the
relationship of playing
or not playing an
interdisciplinary game
have on 5th grade
students> mathematics
achievement
8/15/2019 Rubrict for Research Dr Sabariah
16/37
district developed
standardi=ed test%
-rd objectie
• 6egression results
indicate that neither
group nor gender have
a significant effect onstudents> posttest score
"ith YG(1-1
8/15/2019 Rubrict for Research Dr Sabariah
17/37
pretest scores and ten
percent of the variance
may also #e
contri#uted to the
amount of time
students played the
::I?% Thecorrelation coefficients
"ere 0%,2and 0%,3 for
pretest and time
playing the ::I?
respectively
1< 8hristine :
(201,)
“&valuation of the
&ffect of a +igital
:athematics
?ame onAcademic
Achievement7
Situated
learning
theory
6esearch 'uestion
1 hat is the effectiveness
of Ko>s ourney on students>
mathematics
achievement as measured #y
the researcher.constructed
assessment of theseventh grade 8ommon 8ore
:athematics Standards
relative to students
"ho do not play Ko>s
ourney
2 +o the items of the
assessment function
differently for students using
Ko>s ourney as a
supplement to normal
instruction than for students"ho do
not play the game
uantitative Schools
in
8olorado
,*1 *th grade
students
• ?rand mean of the
posttest measure for
the full model "as
*%,, (%,5) "ith a
high relia#ility
estimate of %*% The
regression
coefficients of
treatment- .0%12
(%C3)- t ()! .0%203- p
! %
8/15/2019 Rubrict for Research Dr Sabariah
18/37
Thus- even "hen
differences in
average classroom
achievement on the
pretest "ere
controlled (i%e%- held
constant)- treatment
effects "ere not
evident%
• Eretest and posttest
item difficulties
"ere calculated for
the e$perimental and
control groups and
decreased in itemdifficulty for the
e$perimental group
relative to the
changes for the
control group% As
recommended #y
@inacre (2012)-
items "ith
differences of %C
logits "ere
considered nota#le
and possi#le
evidence of content
that the Ko>sourneyintervention "as
successful in
targeting% Gour of
the si$ items (C-
3- 12- and 1C)
18
8/15/2019 Rubrict for Research Dr Sabariah
19/37
had clear
connections to Ko>s
ourney content%
Do"ever- it is
unkno"n "hy the
e$perimental
students found the
t"o statistics and
pro#a#ility items
(1 and 20) less
difficult given the
lack of compara#le
content in Ko>s
ourney%
1C @u 8hung 8hin-
&ffandiFakaria
(201C)
“9nderstanding of
Hum#er 8oncepts
and
Hum#er
Iperations
through ?ames in
&arly
:athematics
&ducation7
8onstructi
vism
theory
D01 There "ere no
significant differences in
mathematics achievement
scores of pupils across three
testing
time (pre- post 1- post 2)%
D02 There "ere no
significant differences in
mathematics achievement
scores #et"een the
e$perimental
group and the control group%
'uasi.
e$perimenta
l design
Ere.
school in
/anggi
8/15/2019 Rubrict for Research Dr Sabariah
20/37
for #oth
e$perimental and
control groups did
not differ
significantlyLG (1-
8/15/2019 Rubrict for Research Dr Sabariah
21/37
G(2-5
8/15/2019 Rubrict for Research Dr Sabariah
22/37
teachers ; students
had a consistent
vie" on the impact
of students>
mathematics prior
kno"ledge- #ut
inconsistent
perspectives on the
impacts of computer
skills and &nglish
language skills on
students>
mathematics
achievement and
motivation "hen
they played the
games
1* Eilar @isa (201,)
The &ffects of
+igital ?ames on
:iddle School
Students>
:athematical
Achievement
8onstructi
vist
@earning
Theory
Research uestions
1%hat effects did playing a
digital game ( Lure of the
Labyrinth) have on middle
school students>
mathematical achievement-
as measured #y internal
assessments linked to the
Hational 8ouncil of Teachers
of :athematics (H8T:)
standards and #enchmarks
2% +id the effects of playing
a digital game ( Lure of the
Labyrinth) on middle school
students> mathematical
uantitative
method
nternati
onal
School of
Kenya
13 (grades
3-*-; )
students
0uestion +
< control group students
e$hi#ited an average
math score
decline of .%, point
from 0%55 points (SD !
10%*3) at pretest to 0%31
points (SD ! 11%10) at
posttest% n contrast- the
< students in the
treatment groupimproved their
mathematical
30 achievement scores B
1%
mathematical
achievement
• playing Labyrinth had
a positive #ut small
effect on math
achievement for #othgirls and #oys (b !
.1%*- p %000C- &S !
%1,) "ith no
significant difference
of treatment due to
22
8/15/2019 Rubrict for Research Dr Sabariah
23/37
achievement- as measured #y
internal assessments linked
to H8T: standards and
#enchmarks- differ for #oys
versus girls
,% hat effects did playing a
digital game ( Lure of the
Labyrinth) have on middle
school students> motivation
to learn mathematics- as
measured #y a modified
version of the 8ourse nterest
Survey (8S) (Keller- 15*)
at pretest (SD ! 11%2s
change in attention score
as the reference- the
overall change #et"een
the t"o groups is .1%1* (.
0%, . 1%1< ! .1%1*)% Thus-
the students in the
control group at posttest
gained an average of
1%1* fe"er points ontheir self.reporting of
Attention than the
students in the treatment
group%
se$ (b ! .1%C
8/15/2019 Rubrict for Research Dr Sabariah
24/37
"oo (201,)
+igital game.
#ased @earning
Supports student
motivation-
cognitive success-
and performance
outcomes
- volition
;
performan
ce (:NE)
theory
1% hat +?/@ design
method can #e employed
to apply various game
characteristics that
match the motivational
strategy procedures
2% +o empirical
relationships e$ist
#et"een motivation-
cognition ;
performance in +?/@
as suggested in Keller
theory
of
&ducation
Tai"an%
university
students of
the
+epartment
of Art ;
+esign
motiation
The mean of the
relevance su#scale "as
the highest (3%,*) and
that of the attention
su#scale "as the lo"est
(C%**)% The means of the
confidence and
satisfaction su#scales
"ere C%50 and 3%0C-
respectively% n addition-
all of the motivational
su#scales attained
standard deviations
ranging from %3* to %*%
The mean of overall
learning motivation "as
3%02% Although game
characteristics- such as
fun- fantasy- curiosity-
and role.playing can
attract learners> attention-
they are not necessarily
directly relevant to
learning%
,1 !ognitie load
The intrinsic cognitive
load reported #y the
learners suggests that the8A: course is a
learning domain "ith a
slight to moderate level
of difficulty for students-
"hereas the S+ (1%*,)
sho"ed that motivation ;
cognitive load e$hi#ited a
significant canonical
correlation "ith
performance% This
preliminary finding
suggests that "hen
designing +?/@-
designers should increase
motivation ; germane
cognitive load to enhance
learning effectiveness%
. n addition- the attention
component must #e
compromised% Do"ever-
relevance- satisfaction-
and confidence do not
conflict% This study
proposes an application of
game characteristics to the
attention- relevance-
satisfaction- and
confidence model- and
integrated multimedia
effects in using +?/@
design methods%
24
8/15/2019 Rubrict for Research Dr Sabariah
25/37
sho"s that learners
possess individual
differences1
-1 (er2ormance
The mean and 8N of the
student>s skill
performance "ere 111%<
min and %2
8/15/2019 Rubrict for Research Dr Sabariah
26/37
diselaraskan dalam
:atematik tauk
Transformations #agi pelaar
yang menggunakan perisian
permainan pendidikan
siginifikan le#ih tinggi
daripada pelaar yang
menggunakan perisian KE:
uian pasca iaitu
per#e=aan nilai min
12%15
• per#e=aan min yang
signifikan ini
mem#olehkan
penyeledik menolak
hipotesis nol
20 8hian.en KAI
(201
8/15/2019 Rubrict for Research Dr Sabariah
27/37
!a"dom-efects
model. ;i"ce t#e s
did "ot i"cl*de e!o/
t#e o(se!ved
ave!aged efect
sies e!e
statistically
t!*sto!t#y.
i"vestigati"g t#e
efects o% D+,. ;i
$ote"tial mode!ati"g
va!ia(les i" t#!ee
tas: c#a!acte!istics
i.e./ tas: $a!tici$a"t
c#a!acte!istics<
st*de"ts=
ed*catio"al levels
a"d i"st!*cto!=s (ias>
tas: desig"
c#a!acte!istics<
"te!"et %acilities a"d
game ty$es> tas:
i"volveme"t
c#a!acte!istics<
t!eatme"t d*!atio"
a"d li"g*istic
:"oledge
e!e t#e!e%o!e
i"vestigated a"d
ce!tai" va!ia(les
e!e %o*"d to (e
mo!e i")*e"tial t#a"
ot#e!s i"
dete!mi"i"g t#e
D+, efective"ess.
21 ?ie":e @osA/
Be""y va"
de! Ceide" 1/
Eddie
De"esse"
2010
8onstructi
vist
theories
. uasi.
e$perimentl
'uantitative
study%
Students
in one group
<
elementa
ry
schools
in The
Hetherla
nds
2,C students
from nine
classesO 11,
fifth
grade
students and
122 si$th
- There "ere no
differences #et"een
#oys and girls in
their competence at
school- G(1-2,,) Z
,%
8/15/2019 Rubrict for Research Dr Sabariah
28/37
&ffects of
constructing
versus playing an
educational game
on student
motivation
and deep learning
strategy use
"ere given
the task to
construct a
game on
+utch
prover#s
(constructio
n group)%
The students
in the other
group had to
play an
e$isting
game on
+utch
prover#s
(play
group)%
%
grade
students
(aged 1012
years old)%
difference #et"een
the perceived
competence of the
students in #oth
- conditions- G(1-225)
Z %
ii me"ge"al $astita#a$
$e"deda#a"
i"te!a:si
ge!a:a"
se"t*#a" $ada
Kaedah
pemerhatian
dengan
intervensi%
Tanong
:alim
pereak
20 orang
kanak.kanak
prasekolah
(10 orang
lelaki dan 10
orang
perempuan)
#erumur di
antara C dan
3 tahun
Basil da$ata"
me"*"*::a"
i i"te!a:si
ge!a:a" se"t*#a"
:a"a:-:a"a:
te!#ada$ a$li:asi
$e!mai"a"
me"gg*"a gaet
s:!i" sese"t*#
da$at di*:*!
melal*i:ece:a$a" da"
$e"galama"
me!e:a me"ge"dali
iGad da" (e!mai"
a$li:asi $e!mai"a">
kaian mendapati
pengalaman interaksi
gerakan
sentuhan yang dilalui oleh
kanak.kanak
menggunakan aplikasi
permainan mem#antu
meningkatkan interaksi
sentuhan disamping
meningkat perkem#angan
kanak.kanak terutamanyadalam aspek kognitif-
emosi- sosial- fi=ikal
B
28
8/15/2019 Rubrict for Research Dr Sabariah
29/37
gaet s:!i"
sese"t*# dalam
:ala"ga"
:a"a:-:a"a:
$!ase:ola#> da"iii mema#ami
$e"galama"
i"te!a:si
ge!a:a"
se"t*#a"
:a"a:-:a"a:
$!ase:ola#
(e!mai" a$li:asi
$e!mai"a"
me"gg*"a gaet
s:!i" sese"t*#.
ii ta#a$ i"te!a:si
ge!a:a"
se"t*#a" :a"a:-
:a"a: $ada ta#a$
ya"g (ai: melal*i
i"te!a:si dalam
$e"ge"dalia" iGad
da" a$li:asi
$e!mai"a"
me"gg*"a
$e!ge!a:a"
se"t*#a"> da"
iii $e"galama"
i"te!a:si ge!a:a"
se"t*#a" :a"a:-
:a"a: $!ase:ola#
mem$e"ga!*#i
:ece:a$a" dalam
mema#ami :o"se$
$e!mai"a" da"
$e"ge"dalia" gaet
s:!i" sese"t*# ya"g
(ai:.
2, E!ic I#i Fe"g
i* Go-
J*a"g #e"
2013
#e Efect o%
+ame-,ased
ea!"i"g o"
;t*de"ts=
ea!"i"g
Social
@earning
Theory
-"ot stated uantitative eleme"
ta!y
sc#ool
i"
"o!t#e!
" aia"
1 students
-3 t#i!d
g!ade!s/ 2
%o*!t#
g!ade!s/ 7
%t#g!ade!s/
a"d 6
sit#
g!ade!s.
1. Acceptance o
elementary
school
students
towards
educationalcard game
-#e !es*lts s#o
t#at t#e st*de"ts
e#i(ited
#e $a!tici$a"ts
dis$layed $ositive
attit*des toa!d t#e
*se o% t#e scie"ce
ca!d game a"d %elt
t#at t#e a$$!oac#o"t!i(*ted to
lea!"i"g. #e
mao!ity o% st*de"ts
acce$ted t#is
29
8/15/2019 Rubrict for Research Dr Sabariah
30/37
Ge!%o!ma"ce
i" ;cie"ce
ea!"i"g K '
ase o%
Lo"veya"ce
+oL
co"siste"tly $ositive
!es$o"ses %o! all
co"st!*cts.
Ge!ceived
*se%*l"ess a"d
i"te"tio" to *se
!eceived
$a!tic*la!ly #ig#
sco!es/ i"dicati"g
t#at t#e st*de"ts
%elt t#ey co*ld gai"
scie"tic :"oledge
(y lea!"i"g it# t#e
ca!d game a"d t#at
it as *se%*l to t#e
lea!"i"g o% scie"ce
:"oledge
,1 In2luence o2
educational card
game on science
learning
achieement
among elementary
school students
#e !es*lts i"dicate
t#at t#e $osttest
sco!es o%
t#e st*de"ts
C92.13/;D8.80 e!e
sig"ica"tly #ig#e!
t#a" t#e $!etest
sco!es C83.33/
lea!"i"g met#od a"d
#o$ed to co"ti"*e
*si"g t#is a$$!oac#
i" t#e %*t*!e. #e
st*de"ts also
e$!essed t#at
lea!"i"g it# t#e
ed*catio"al ca!d
game co*ld assist
t#em to gai"
scie"tic :"oledge
a"d t#at t#e game-
(ased lea!"i"g
met#od i"c!eased
t#ei! i"te!est i"
modes o% t!a"s$o!t
a"d e"e!gy. #e
$!etest a"d $osttest
!es*lts demo"st!ate
t#at t#e ca!d
game sig"ica"tly
i"c!eased t#e
st*de"t=s scie"tic
:"oledge !elated to
e"e!gy a"d mea"s o%
t!a"s$o!t
30
8/15/2019 Rubrict for Research Dr Sabariah
31/37
;D11.43
t-3.319/ $M0.01
2< F*-Bsi"g sai/
J*a"g-#ao
N* a"d Bsie"-
;#e"g Bsiao
2014
E$lo!i"g t#e
Facto!s")*e"ci"g
ea!"i"g
Efective"ess
i" Digital
+ame (ased
ea!"i"g
8onstructi
vist Theory
-?ot stated. ualitative ?ot
stated
eight si$th.
grade students
./ased on the
results of the
performance test (a total
score of 100 points-
:!*1- n!) and
intervie"s- it "as found
that not
everyone ac'uired perfect kno"ledge
concepts through game.
playing% &ven most
students> practical
effectiveness of
kno"ledge ac'uisition
"as not as good as the
performance in the
performance test (other
than Kevin)- since most
students had
misconceptions or had
forgotten some important
kno"ledge a#out
electricity during
intervie"s%
t as %o*"d t#at
ma"y %acto!s
"te!actively
i")*e"ce st*de"ts=
efective"ess o%
:"oledge
ac*isitio" i" D+,.
;t*de"ts= lea!"i"gmotivatio"/
lea!"i"g a(ility/ a"d
$layi"g s:ill co*ld (e
:ey %acto!s t#at
collectively i")*e"ce
t#e efective"ess o%
:"oledge
'c*isitio" i" D+,.
'lso/ st*de"ts=
lea!"i"g motivatio"/
lea!"i"g a(ility/ a"d$layi"g s:ill e!e
afected (y
t#ei! $layi"g
motivatio"/
31
8/15/2019 Rubrict for Research Dr Sabariah
32/37
.He$t- the students>
gaming #ehavior "as
analy=ed to identify key
varia#les that could serve
as predictors of the
students> effectiveness of
kno"ledge ac'uisition%
Grom the analysis of in.
field o#servations- the
students> game playing
records- feed#ack sheets-
think.aloud ver#al
protocols and intervie"s-
it "as found that most
participants
"ere immersed in the
game play and thought
that Super +elivery "asa fun game
.it "as found that
students had three key
gaming #ehaviors "hen
interacting "ith the
game (1) learning
motivation to seriously
learn ne" kno"ledgeO (2)
learning a#ility to
successfully understand
ne" kno"ledgeO and (,) playing skill to solve
game pro#lems% Gor
instance- students
#ehaved differently
according to learning
32
8/15/2019 Rubrict for Research Dr Sabariah
33/37
motivation-
learning a#ility and
playing skill in the face
solving ho" to charge
their electric motorcycles
2C ;itma"
2011
#e
efective"ess
o% com$*te!-
(ased
sim*latio"
games Gsyc#ology
8onstructi
vism
Theory
(ective
oeami"et#e!*ctio"alefective"esso%com$*te!-(asedsim*latio"games!elativecom$a!iso"g!o*$:65/? 6/476.- o eami"e t#e
i"st!*ctio"al
efective"ess o%
com$*te! K(ased
sim*latio" games
!elative to
com$a!iso" g!o*$
:eta
analysis
?ot
stated
Hot stated .Eengetahuan deklaratif
adalah 11 V le#ih
tinggi- pengetahuan
prosedur adalah 1< V
le#ih tinggi dan
pengekalan adalah 5 V
le#ih tinggi untuk
pelaar yang #elaar
menggunakan simulasi
permainan #er#anding
dengan kumpulan
per#andingan%
B
23 Ca"s*!e#
:e(!itc#i200
8
Efects o% a
com$*te!game o"
mat#ematics
ac#ieveme"t
a"d class
:otivation
al Theory
A68S
:Idel
By$ot#esis<
1. #e!e is "o
sig"ica"t
dife!e"ce
(etee"
lea!"e!s=ac#ieveme"t o%
t#e
e$e!ime"tal
g!o*$/ #o
!eceive t#e $!e-
uantitative
.
e$perimenta
l study
H!(a"
#ig#
sc#ool
at
so*t#e
aststate i"
H"ited
;tates
15, students 1st hypothesis
- The e$perimental
group produced
significantly
superior
performance on the post.e$am (:.
8/15/2019 Rubrict for Research Dr Sabariah
34/37
motivatio"<
'"
e$e!ime"tal
st*dy
alge(!a games/
ve!s*s t#e
co"t!ol g!o*$
#o do "ot
!eceive t#e
games.
2. #e!e is "o
sig"ica"t
dife!e"ce
(etee"
lea!"e!s=
motivatio"atio"
s o% t#e
e$e!ime"tal
g!o*$/ #o
!eceive t#e $!e-
alge(!a games/
ve!s*s t#eco"t!ol g!o*$
#o do "ot
!eceive t#e
games
2nd hypothesis
-sig"ica"t
dife!e"ce (etee"
lea!"e!s= motivatio"
o% t#e e$e!ime"tal
g!o*$/ #o !eceive
t#e $!e-alge(!a
games/ ve!s*s t#e
co"t!ol g!o*$ #o
do "ot !eceive t#e
games. 2"d
#y$ot#esis
acce$ted
2* a" Oei
;i"2007
Ge"ga!*#
J*aliti D
Cata$elaa!a"
*:isa"
te!(a"t*
Jom$*te!
de"ga"
/ehaviouri
s
- Ce"g:ai $e"ga!*#
$e"gg*"aa" :*aliti
D mata$elaa!a"
*:isa"
(e!(a"t*:a"
com$*te! ya"gdi#asil:a"
me"gg*"a:a" s:!i"
a"tasia ;t*dio
te!#ada$ motivasi
$elaa!
Kaian
&ksperiment
al
42
o!a"g
!es$o"
de"
Eoliteknik
Sultan A#dul
Dalim
+apatan Kaian
menunukkann #aha"a
kualiti 8+ video yang
di#angunkan mencapai
skor min iaitu
8/15/2019 Rubrict for Research Dr Sabariah
35/37
me"gg*"a:a"
$e!a:am s:!i"
camtasia
st*dio
te!#ada$
motivasi/:e%a#ama"
$e"ca$aia"
$elaa!
- Ce"g:ai $e"ga!*#
$e"gg*"aa" :*aliti
D mata$elaa!a"
*:isa"
(e!(a"t*:a"
com$*te! ya"g
di#asil:a"
me"gg*"a:a" s:!i"
a"tasia ;t*dio
te!#ada$
:e%a#ama" $elaa!- Ce"g:ai $e"ga!*#
$e"gg*"aa" :*aliti
D mata$elaa!a"
*:isa"
(e!(a"t*:a"
com$*te! ya"g
di#asil:a"me"gg*"a:a" s:!i"
a"tasia ;t*dio
te!#ada$
$e"ca$aia" $elaa!
;
8/15/2019 Rubrict for Research Dr Sabariah
36/37
dife!e"t levels
o% !easo"i"g
*se #e"
$layi"g $!o(lem
Ksolvi"g video
games&
25 Fe"g-
%e"g2013
om$*te!-
game-(ased
t*to!i"g o%
mat#ematics
/ehaviouri
sm Theory
Pesea!c# *estio"
1. Bo as game-
(ased t*to!i"g
$e!%o!med&2. O#at
mea"i"g%*l
$atte!"s o%
t*to!Klea!"e!i"te!actio"
eme!ge %!om
t#e game-(ased
t*to!i"g
$!og!am&
:i$ed
method
;ity-
%o*!
g!ade
6K8
st*de"t
s
T"o schools
schools%
Among them
1, "ere from
the rural-
pue#lo school-
"ith around
52V
#eing HativeAmerican- V
#eing
Dispanic- and
32V #eing
girls% Gifty
one students
"ere from the
ur#an-
Dispanic
school- "ith
around 5V
#eing
Dispanic and
,5V #eing
girls%
Around 5CV of
participants intervie"ed
reported participating in
the game.#ased tutoring
program as a positive
and engaging e$perience%
In the other hand- the
tutoring enactments andintervie" results
indicated a diversity in
the motivation and hence
the reaction of
students to"ard gaming
and game.#ased tutoring
The study finds an
improvement in
students> state test
performance at the
pue#lo school after the
game.#ased tutoring
program%
36
8/15/2019 Rubrict for Research Dr Sabariah
37/37
,0 Q*a" 2010
Hsi"g game
t#eo!y a"d
om$etitio"-
(asedea!"i"g to
stim*late
st*de"t
motivatio"
a"d
$e!%o!ma"ce
?ame
Tehory
(/inmore-1
55