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FRIT 8530 - Applications of Instructional Technology

FRIT 8530 - Applications of Instructional Technology

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Published by tiana_tibbs

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Categories:Types, School Work
Published by: tiana_tibbs on Apr 25, 2011
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02/05/2013

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Applications of Instructional TechnologyTiana C. Tibbs215 Oxford LaneWarner Robins, GA 31088Article Summaries Submitted to:Dr. Kenneth Clark of Georgia Southern Universityin partial fulfillment of the requirements forFRIT 8530
 – 
Y02Fall 2010Friday, September 24, 2010Statesboro, Georgia
 
Citation 
Fengfeng, K., & Grabowski, B. (2007). Gameplaying for maths learning: cooperative or not?.
British Journal of Educational Technology 
,
38
(2), 249-259. doi:10.1111/j.1467-8535.2006.00593.x.
Identification
Research Article
 Summary
This article is about if game playing can an effect a student’s math performance and attitude. There is a
problem of low achievement in education dealing with math for many years. Some propositions toincreasing math achievement were using computer games. Past research reported that computergames were used in support of learning the basic arithmetic and problem-solving skills. In this article,there was a study done with fifth graders who were either assigned to a cooperative Teams-Games-Tournament (TGT) or with no game playing condition. A math exam with state-standards basedquestions and an inventory on attitudes toward math were used as a pre and post test. The resultsindicated after the study was that game playing was more effective than drills in promoting mathperformance and cooperative game playing was most effective in promoting positive math attitudes.
Critique
I like that this article used a pre and post test to compare their results. I feel that it is important to get atrue accurate account on whether if the game playing was effective or not. However, even though theyreported that they used an exam with state-standards based questions, I was curious to know if thestudents were able to score high on the real state test. Students can do really well after a particulartime period of learning certain material but when it comes to the end of the year and taking that state
 
test, usually many students forget about some of those topics. I wished the article would have looked athow it affected their actual scores on the state test compared to previous years.
Citation 
Ke, F. (2008). Computer games application within alternative classroom goal structures: cognitive,metacognitive, and affective evaluation.
Educational Technology Research & Development 
,
56
(5/6), 539-556. doi:10.1007/s11423-008-9086-5.
Identification
Research Article
Summary
This article is about if educational computer games have an effect on learning based on differentclassroom situations. They focused on math learning to see if computer games were more effectivethan the traditional paper-and-pencil drills. There was skepticism about using computer games forlearning because of the classroom and lesson time. There were concerns that the learning does notdemand knowledge of a particular subject area and lacked connection to curriculum in school.However, after this study, they found that computer games were more effective in promoting learningmotivation but not significantly different in facilitating cognitive math test performance andmetacognitive awareness. They also looked at whether alternative classroom goal structures wouldenhance or reduce due to the effects of the computer games. It was found that the alternativeclassroom goal structures mediated the effects of computer games on math learning outcomes. Also,cooperative goal structure enhanced the effects of computer games on attitudes toward math learning.

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