Computer Game Improves the Motivation of Learning Mathematics - Research Paper Example

Computer Game Improves the Motivation of Learning Mathematics Introduction The hypothesis that computer games improve motivation in learning mathematics in elementary schools is rather supported than refuted, which can be definitely proved with the review of literature that will be further provided. Gaming helps to strengthen the education system and prepare students adequately for the 21st century challenges as they gain new knowledge and sophisticated skills. Mathematics has, over the years, been one of the most unpopular subjects with students developing phobia towards it (Ricks, 2010).This paper carries out an analysis of four articles on computer games, and reviews the literature that supports the hypothesis that computer gaming improves the motivation of learning mathematics in elementary schools. According to Azevedo (2005), mathematics or math games are fun activities. They usually encourage motivation, call for deep thinking, require both chance and skills, and provide multiple approaches to problem solving. These games implement certain mathematical strategies and skills by leveraging the natural inclination of the student to play. The games can either be played by an individual, a small or large group; it can be cooperative and/or competitive (Azevedo, 2005). Mathematical games have been proved to have some rewarding impacts to students. Azevedo (2005) argues that games are usually part of after-school activities. Math games can provide the students with suitable contexts for developing both socially and mathematically. In addition, Shin, Sutherland, Norris & Soloway (2012) affirm that students can explore and discuss new strategies with their peers and use these strategies to solve and calculate mathematical problems. Furthermore, math games allow the students to participate at a level of their choice and build on their knowledge and understanding. There exists limited empirical literature that supports the hypothesis with most of those advocating for the technique being the game developers and investors, which makes the supporting results relatively biased (Guha & Leonard, 2002). Review of Literature There have been many studies showing how computer games find their place at the elementary school class and students. In order to support the hypothesis that computer games improve motivation in learning mathematics in elementary school, four studies from different sources are considered. The first study examined the practice of computer games in a 4th and 5th graders’ summer school math program. This study focused on the students’ motivation with computer games and learning environment based on such games and on how game-playing improved students’ math learning. This study indicated that using computer games in math is being more simplistic than commercial (Ke, 2008). Moreover, the findings of the study put emphasis on the task of designing appropriate activities that will be connected with computer games to enhance student motivation such as collaborative activities. The limitations occurred in the mentioned study show that this is a case study of one particular set of learning games with a small amount of students who were from the same school although being rather diverse in many characteristics such as gender, socio-economic status, math abilities, etc. There have to be exercised cautions when generalizing the study findings to show the interaction between other types of games and student population of different characteristics. Coming back to our hypothesis, I can say that it is supported. Generally, this study showed that all participants were excited about the games they were offered to play. It means they were motivated to learn math by playing this computer game. The next study by Kebritchi, Hirumi & Bai (2010) examined the effect of 3-D games in the field of mathematics. The crucial questions that this study offered to examine were related to the effects 3-D computer games had on students' mathematics motivation and achievement. Furthermore, the study examined how "individual differences of prior knowledge, computer experience and language background impact students when they use computer games" (Kebritchi, M., Hirumi, A. & Bai, H., p. 430). The results of the study showed that computer games had a successful effect on students' mathematics motivation and achievement. Students that played computer games received higher results in math than students that did not. Furthermore, the group that played games reported to have achieved greater gain in performance. Considering teachers’ feedbacks, the games were productive teaching tools because they offered the new way of learning and teaching, they had the nature of experiment, they gave the students motivation or reasons to learn math by solving the problems within the game, they increased time on tasks. As for the students’ feedback, I can say that it was positive as well and it was based on the next thoughts. Computer games combined learning and fun, offered math in adventurous way and challenged students to learn. Thus, the study shows that games have a wonderful effect on math students' motivation. This result is consistent with Cameron and Dwyer’s (2005) argument that instructional games provide students with ample time to reason and make suitable choices regarding mathematical problems. The third study came from Pareto, Haake, Lindström, Sjödén and Gulz (2012) and is related to the game’s effects both in subject comprehension and attitudes towards computer games, the investigation on how playing computer games can develop the understanding of elementary school math, and finally such things as collaborative learning through playing computer games were explored in this study. Based on those things, the study examined how they may have affected comprehension and motivation. Conclusively, the findings of the study supported the hypothesis that playing computer games influences students’ math motivation positively. But, unfortunately, despite the fact that students were excited to play the computer games, their attitudes towards math were not affected by the games (Ke, 2008). Nevertheless, the hypothesis that computer games improve motivation is actually supported because collaborative and competitive activities that were held during the study carry a powerful motivational impact on students to play the game. The final study that I will examine is dedicated to computer games being a planned application in the school instructional system rather than being a stand-alone occurrence (Ke, 2008). The study researched the relationship between some of the applications in learning process, such as computer games and paper-and-pencil with various classroom environments either cooperative or competitive on fifth graders. There were certain variables, such as socioeconomic status, student gender, and prior math ability applied to this study. The questions that the research included were about the effectiveness of computer games in comparison with paper-and-pencil drills in promoting math-learning outcomes. The findings of the study suggest that computer games in comparison with paper-and-pencil are much more effective in motivation of learning, which helps me conclude that the hypothesis about improvement of motivation while playing computer games is truly supported. However, computer games are "not significantly different in facilitating cognitive math test performance. Moreover, the alternative classroom goal structures, according to this study, "mediate the effects of computer games on mathematical learning outcomes. However, there are certain limitations of this study. It should be noted that the computer games applied in the study" were specifically developed for learning". Also, Ke (2012) thought that the real purpose of the games is only practice but not to teach something new. New Ideas All the studies taken had strong points that enhanced its success while at the same time having weaknesses that deter the success of the hypothesis. The strengths include availability of necessary technology and expertise for development of the games, the gaming age is mostly in elementary schools, which is the target of the hypothesis, and qualified personnel for conducting the programs (Torff, Tirotta, 2010). On the other hand, the weaknesses include the willingness of the students to participate in the program, the cost of accessing the game, and that the games are not capable of solving or addressing complex or sophisticated arithmetical problems, which leaves the students’ problems unsolved (Shin, Sutherland, Norris & Soloway, 2012). In addition, the implementation of the games will be a success if the affected students have actual interest in both learning, playing the game and application of the acquired knowledge in real life situations. The limitation of these programs is that they require no previous knowledge of the subject of concern due to practicing of conceptual learning which renders them less important as they have no connection to school curriculum (Hamlen, 2009). Conclusion and Future Studies In conclusion, the findings in the literature are in favor of the hypothesis that computer games improves motivation in elementary school math as the analysis of the qualitative findings reveals that collaborative and competitive tasks have a strong motivational impact on students participating in the games. In addition, the game forms part of a series of effective tools for mathematics instruction for young students. Owing to the limited existence of empirical literature backing the positive effects of games in education systems, there is need for researchers to step up and conduct more studies that will cement the hypothesis that computer games improve motivation of learning in elementary school math. References Azevedo, R. (2005). Computer environments as metacognitive tools for enhancing learning. Educational Psychologist, 40(4), pp. 193–197. Cameron, B., & Dwyer, F. (2005). The effects of online gaming, cognition and feedback type in facilitating delayed achievement of different learning objectives. Journal of Interactive Learning Research, 16(3), pp. 243-258. Guha, S., & Leonard, J. (2002). Motivation in elementary mathematics: How students and teachers benefit from computers. Techtrends, 46(1), 40-43. Hamlen, K. R. (2009). Relationships between computer and video game play and creativity among upper elementary school students. Journal Of Educational Computing Research, 40(1), 1-21. Ke, F. (2008). A case study of computer gaming for math: Engaged learning from gameplay? Computers & Education, 51(4), 1609-1620. Ke, F. (2008). Computer games application within alternative classroom goal structures: cognitive, metacognitive, and affective evaluation. Educational Technology Research And Development, 56(5-6), 539-556. Kebritchi, M., & Hirumi, A., Bai, H. (2010). The effects of modern mathematics computer games on mathematics achievement and class motivation, Computers & Education, 55(2), 427-443. Pareto, L., Haake, M., Lindström, P., Sjödén, B., & Gulz, A. (2012). A teachable-agent-based game affording collaboration and competition: evaluating math comprehension and motivation. Educational Technology Research & Development, 60(5), 723-751. Ricks, T. E. (2010). Mathematics is motivating. Mathematics Educator, 19(2), 2-9. Shin, N., Sutherland, L. M., Norris, C. A., &Soloway, E. (2012). Effects of game technology on elementary student learning in mathematics. British Journal Of Educational Technology, 43(4), 540-560. Torff, B., & Tirotta, R. (2010). Interactive whiteboards produce small gains in elementary students' self-reported motivation in mathematics. Computers & Education, 54(2), 379-383. Read More