Foreign Study

Effect of Computer-Based Video Games on Children: An

Experimental Study
Tsung-Yen Chuang and Wei Fan Chen

Information Sciences and Technology, the Pennsylvania State University, 03 Bell Atlantic
Centers for Technology

The statistical results clearly show a significant difference between computerassisted instruction and computer-based video game playing in students learning
achievement (see Figure 1). Based on this finding, playing computer-based video
games was determined to be more effective in facilitating third-graders average
learning outcome than text-based computer-assisted instruction. Therefore, it may be
concluded that this null hypothesis should be rejected.
According to the results of post-test scores, computer-based video games can
clearly facilitate students learning performance. This finding indicated that computerbased video game playing not only can improve participants fact differentiation/recall
processes, but also promotes problem-solving skills by recognizing multiple solutions for
problems. Additionally, more precise effects were detected by breaking the post test
scores into three sub-categories. When the researchers developed the items in Part 1,
the objectives were to make the participants recall key facts, definitions, and concepts.
As the results of Part 1 indicate, the participants in the experimental group have a better

understanding of factual materials and concepts. Consequently, for finishing their

mission, the participants in the experimental group know they have to memorize the key
facts or concepts even if they were just playing a game.

Link:

http://citeseerx.ist.psu.edu/viewdoc/download?

doi=10.1.1.462.9279&rep=rep1&type=pdf

Gaming frequency and academic performance

Australasian Journal of Educational Technology
Barry Ip, Gabriel Jacobs and Alan Watkins

An encouraging 1,187 responses were obtained (a rate of 17%), although

several could not be used for the final analysis due to two main reasons: 1)
incomplete answers to the questionnaire; and 2) inadmissible cases, where
assessment results were unavailable (students on an intercalary year, postgraduate
research, studies suspended, and so forth). Further, in order to derive valid
comparisons of assessment results, two additional restrictions were placed on the
validity of responses. Respondents had to be (a) registered on full degree schemes
at Level 1, Level 2 or Level 3 (normally respectively representing first, second or
third year of study); and (b)studying under the conventional University modular
structure (i.e. to be studying for120 credits in their year of study, thus being full time

students). Strictly applying these criteria brought the final number of valid responses
down to a still very usable.

The results derived from the research presented here raise several important issues
concerning undergraduate students use of computer and video games in relation to
their academic performance. The most notable finding is the fact that there is a
telling relationship between gaming and examination results, where, in most cases,
frequent gamers perform less well than non- or infrequent gamers. Within the
general findings, the key messages are:
1. Frequent gamers (measured as those who spend, on average, more than two
hours per day playing games) are less likely to obtain higher marks across all
subject disciplines than non- or infrequent gamers (result significant at the
99% level);
2. Frequent gamers are less likely to obtain higher marks than non- or infrequent
gamers in humanities/non-numerical, science/numerical, and mixed subject
areas (result significant at 95% and 99% levels);
3. Frequent male and female gamers are less likely to obtain higher marks than
their non- or infrequent gaming counterparts (significant at 99% and 95%
levels respectively);
4. As would be expected, students generally reduce gaming time during busy
study periods, but no significant differences were found between examination
marks of students who reduce gaming time and those who do not;
5. Examination marks of gamers of four or more genres differ significantly from
players of three game genres or fewer, with the former being less likely to get
higher marks than the latter;

6. Frequent gamers are less likely to achieve higher examination marks than
non- or in frequent gamers in biological/physical sciences and language
subjects, but no significant correlations were found in other mainstream
subject areas (such as Business, Economics, History, Philosophy,
Mathematics, Physics, Engineering, and Social Studies);
7. Frequent gamers generally achieve lower marks than infrequent or nongamers, but students who spend time on social events and listening to music
also obtain lower examination marks. In addition, lower examination marks
are correlated with combining infrequent gaming with regular TV viewing, and
regular gaming with regular engagement in social events such as pubs and
clubs.
Link: http://www.ascilite.org.au/ajet/ajet24/ip.pdf

Foreign Literature
The Effect of Videogames on Student Achievement

By: Jonathan Craton

Effects related to learning

Playing video games is often associated in our society with poor academic performance.
This anecdotal idea is supported by some research. A 2000 study found a negative correlation
between GPA and time spent playing video games (Anderson & Dill, 2000). The correlation was
relatively small. Time alone accounted for a 4% variance in GPA, yet the findings are significant.
However, several older studies contend that the results of research have been mixed. A 1997
study suggests that there is no clear causal relationship between video game playing and
academic performance (Emes, 1997, p. 413). It goes on to say that the research is sparse and
contradictory (Emes, 1997, p. 413).
The effect that interactive digital media has on the learning process is not completely
negative. It is not that the medium itself is inherently flawed, but much of the information that
gets transmitted through it may be. As was noted in a 2008 study on media attention and
cognitive abilities, content appears to be crucial (Schmidt & Vanderwater, 2008, p. 63). If the
content being consumed is positive, then positive results can be expected. If the content is
negative, then negative results can be expected. The study examined research from many sources
in arriving at this conclusion.
There is a movement to leverage video games as a part of the learning process. A paper
from EDUCAUSE suggests that faculty need be aware of games that could be helpful to the in
class learning experience (Hitch & Duncan, 2005). It mentions using tactical and strategy games
to enhance the level of understanding and engagement with the material. It specifically
mentioned using Civilization IV, a game which focuses on empire building and economies of
scale to aid in the understanding of history and economics.

A 2005 paper suggests that videogames are changing education and that games are more
than a simple form of entertainment (Shaffer, Squire, Halverson, & Gee, 2005). It explains that
student learning can be enhanced by experiences in vast virtual worlds. These worlds can allow
students to interact as a community. Virtual worlds are useful because they make it possible to
develop situated understanding (Shaffer, Squire, Halverson, & Gee, 2005, p. 106). This means
that students are able to actually experience and experiment with the things that they are learning
rather than simply being told them as facts or equations.
Some research concludes there is little evidence to suggest that interactive media
enhances the learning experience (Schmidt & Vanderwater, 2008). Other sources have noted
positive impacts on student performance. One study of a game relating to numerical analysis in
an engineering curriculum found that students experienced significantly more intellectual
intensity, intrinsic motivation, positive affect and overall student engagement when completing
homework (Coller & Shernoff, 2009, p. 315). Research on the subject has been mixed, but it
seems that video games can have a positive effect on learning when used in particular ways.
Link: http://www.acsd.org/article/the-effect-of-videogames-on-student-achievement/