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Procedia - Social and Behavioral Sciences 176 (2015) 419 424

INTE 2014

The effect of computer games on speed, attention and consistency

of learning mathematics among students

Hojjat Mahmoudia*, Mohsen Koushafarb, Javad Amani Saribagloob, Ghasem Pashavia

a
Urmia University, Faculty of Literature & Humanities, Urmia, 57159-44514, Iran.
b
University of Tabriz, Department of Psychology, Tabriz, 5166616471, Iran.

Abstract

This study examined the effect of computer games on increasing speed, attention and consistency of students in
learning mathematics. The population of the study comprised of all first year male students of public schools of
district one of Urmia City in the academic year of 2012-2013. Using multi-stage cluster sampling, at the result, one
class was selected randomly to form the experimental group and other class as the control group. Toulouse Pieron.
(1986) attention test and a test of speed, endurance and mathematics achievement tests was used to assess research
variables. The results indicated that computer games had a significant effect on increasing the speed and attention of
the experimental group in mathematical calculations compared to the control group; however, the effect of computer
games on math learning and stability of math learning was not significant. Results suggest that computer games can
be used as training aid alongside teacher training.
2015
2014TheTheAuthors. Published
Authors. by Elsevier
Published Ltd. Ltd.
by Elsevier This is an open access article under the CC BY-NC-ND license
(http://creativecommons.org/licenses/by-nc-nd/4.0/).
Peer-review under responsibility of the Sakarya University.
Peer-review under responsibility of the Sakarya University.
Keywords: computer games, learning speed, learning attention, learning stability, mathematics.

1. Introduction

Today, advances in science and technology influence our life style to a great extent. They have imposed numerous
changes in all aspects of life. In the field of education, clearly a new generation of technological tools has been
designed to transform the traditional methods of education and help students improve their learning. Most modern
classrooms have computers giving an opportunity for teachers and professors who take advantage of ICT to enhance
teaching and learning. The idea of using computers in education dates back to the late 1960s. Since then a number of

1877-0428 2015 The Authors. Published by Elsevier Ltd. This is an open access article under the CC BY-NC-ND license
(http://creativecommons.org/licenses/by-nc-nd/4.0/).
Peer-review under responsibility of the Sakarya University.
doi:10.1016/j.sbspro.2015.01.491
420 Hojjat Mahmoudi et al. / Procedia - Social and Behavioral Sciences 176 (2015) 419 424

different theories on the use of technology in learning environments have been proposed, and it has been attempted to
use computer as a tool for educational and training purposes (long, 2007).
Computer games have become one of the most important entertainment tools for children, teenagers and even
adults all around the globe. Allowing access to the virtual world with unlimited possibilities, computer games
compulsively attract many people. In fact, they have become an integral part of human society. In other words, by
providing virtual fun and entertaining environments (Demirbileka & lema Tamer, 2010), and having characteristics
such as being interesting and exciting, computer games stimulate motivation and create a sense of enjoyment of
learning. They not only have become one of the most significant recreations for all age groups, but also they have
potentials to be used for educational purposes as a new strategy (Prensky, 2003; Tuzaun & et al., 2009; Grimley & et
al., 2011, among many others). Therefore, video games can no longer be seen as mere entertainment tools. Today the
positive effects of video games are emphasized more than ever. As Games have become a tool to communicate,
teach, and influence attitudes and behavior, numerous studies have suggested that they have positive effects on
problem solving, achievement as well as creating interest and commitment in learning (Tuzaun & et al., 2009; Kim,
Park, & baek, 2009). Therefore, it can be assumed that computer games are useful for learning purposes. Although
researchers have found little evidence which supports this proposition, and some insist that video games are
ineffective for learning purposes (Kreijns, Kirschner, & Jochems, 2003) and some other highlight the negative effects
of exposure to the media, especially television, such as reduced cognitive performance in children and adolescents
(Miller et al., 2007), but what is certain is that the beneficial effects of video games in learning cannot be simply
denied; Despite the fact that designing and studying educational games is a multi-faceted process, there is a general
agreement among teachers and educators on the effectiveness and usefulness of computer games in learning
environments (Rastgar Pour, & Marashi, 2012).
Mathematics is an important subject in school education. The complexity of the act of thinking and learning as
well as the relatively difficult and abstract nature of mathematics (Lowire, & Jorgensen, 2011) makes learning this
subject more challenging in comparison to theoretical and empirical sciences. Researchers consider overreliance on
traditional practices, absence of modern methods of teaching (Sadiq, 2007) lack of equipment and training aids, low
cognitive stamina, and affective factors as the main reasons for academic failure and lack of motivation among
students (Natasha et al., 2010). One of the best ways to generate interest and motivation among students is using
computer games to improve the skills required for learning a subject. Computer games simulate similar-to-real-life
situations and induce thinking and problem-solving, and through internal processes, help the learner successfully
engage discovery in a new situation. Therefore, success in completing a task generates interest and inclination toward
the subject (Kebritchi, 2010).Thus, the most effective way to help the development of these elements is designing
situations that compel students to think and solve problems and as a result increase the attention and speed of
learning. In this regard, Abrams. (2008) emphasizes that computer games are one of the most powerful motivational
tools and an aid for learning mathematics. Similarly, Ke. (2008) argues that video games motivate students to learn
math more effectively than pencil and paper methods. Therefore, we can say that educational computer games are a
new method to create a suitable environment for active learning since not only will the students be able to learn
materials with enjoyment and without fatigue, but also they will be able to understand abstract concepts well in an
electronic environment (ankaya & Karamete, 2009). ankaya and Karamete. (2009) studied the effect of
educational computer games on students attitudes towards mathematics, and reported a positive attitude as the
achievement of the study. Demirbileka and Tamer. (2010) aiming at developing a theoretical framework on the use
of educational computer games in mathematics teaching, conducted a qualitative study and investigated the views of
thirteen math teachers in Turkey and came to the conclusion that computer games have a significant positive effect
on students academic success. Grimley & et al. (2011) also studied the effect of video games on learning
performance compared to the method of presentation, and concluded that students who have been trained in the use
of computer games, experience increased emotional intelligence and higher alertness, are more active, have more
participation, and develop a sense of competitiveness.
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However, some researchers have pointed to the negative effects of computer games (Kronenberger et al., 2005;
Miller et al., 2007, among many others). Kronenberger et al. (2005) for example, consider computer games as
addictive and contributive to disorders such as attention deficit which undermines cognitive functions in children and
adolescents and their solving skills. Considering that a review of the literature of the effect of computer games on
mathematics learning brings to light contradicting and polar results, and considering the significance of learning
mathematics as an academic subject, the present research intends to use the computer game Ocean Express to study
the effect of computer games on speed, accuracy, and persistence in learning mathematics among secondary school
children.

1.2. Research hypothesizes

1. Video games have positive effect on increasing the attention of math students.
2. Video games have positive effect on increasing the speed of math students.
3. Video games have positive effect on increasing the learning ability of math students.
4. Video games have positive effect on increasing the learning consistency of math students.

2. Methodology

2.1. Research design

This study has pre-test post-test quasi-experimental with control group design, sample consisted of all first year
male students of public schools of Urmia City in the academic year of 2012-2013. Using the multistage cluster
sampling method, four schools and out of which two classes were randomly selected, one class was selected
randomly to form the experimental group and other class as the control group. First, both the experiment group and
the control group were pre-tested. After an initial instruction on Ocean Express, the experiment group played the
game for ten 45-minute sessions. Meanwhile, the control group took part in regular traditional math classes after the
designated period, both groups were post-tested. The intervention took place twice a week for an overall of five
weeks. Then, after another three weeks, the subjects were tested for learning consistency.

2.2. Measurement instruments

Toulouse-Pieron Attention Test: The Toulouse-Pieron Test (1986), quoted by Iravani, (2008), was used to measure
the attention the reliability and validity of the test proved satisfactory based on the Pieron Study.

Learning Test: The researchers designed the learning test using the entire content of the first-grade math book in
accordance with Table D (Content - Target). The test comprised of 50 multiple-choice questions, and the participants
had 60 minutes to answer them. Each question had 2 scores, and no negative score was considered for wrong
answers. The validity of the test was evaluated based on its correlation with academic performance index scores (r =
0.81, p <0.01), and the significance confirmed the validity of the test.

Learning Speed Test: To calculate the speed of learning, the response time of each student was recorded separately
(in minutes) using a stopwatch. The learning speed of each individual student was then calculated based on the time
of providing correct answer to each question. To assess the validity of this test, the rate of learning speed in a
different school was first evaluated. The results in the present study were also evaluated by experienced mathematics
teachers, and its criterion validity was calculated to be 0.73.

Learning Stability Test: The test was aligned with the math learning test whose validity and stability had been
established, and was held three weeks later than the post-test. The validity of the test was assessed based on its
correlation with academic performance index scores (r = 0/79, p <0.01), and the results confirmed its validity and
reliability.

Raven's Progressive Matrices Test: Raven's Progressive Matrices test for 9-18 year-old students was used to
measure the participants IQ. The convergence of the reliability and validity of the Raven's Progressive Matrices in
422 Hojjat Mahmoudi et al. / Procedia - Social and Behavioral Sciences 176 (2015) 419 424

Iran (Rahmani, 2007) with the WISC-R total score has been reported to be standing at 0.73. Also its test-retest
reliability has been reported to be 0.91.

3. Results

The Analysis of Covariance (ANCOVA) was used to compare the effects of computer games in increasing
attention, speed and consistency of learning mathematics in the experimental and controls groups. The result of the
Levine's test for homogeneity of variance in attention, speed and consistency of math learning was (F = 1.08, p =
0.30), (F = 2.28, p = 0. 26), (F = 0.25, p = 0.62) and (F = 0.95, p = 0.31) respectively. Thus non-significant results
indicated that variance of control and experimental groups were homogeneous. In addition, the result of the
homogeneity of regression slope test for speed and attention in mathematical calculations was (F = 0.003, p = 0.95)
and (F = 0.20 p = 0.66), respectively and for the learning components of mathematics and stability were (F = 0.53 p =
0.47)) and (F = 1.59, p = 0.21), respectively. Non-significant results indicate that there is no interaction between
covariant variables and experimental manipulation. Table 1 indicates the ANCOVA results.

Table 1: Tests of Between-Subjects Effects

Variable Group Mean S.D F d.f p Eta squared
experiment 51.28 9.34
Attention 210.83 1,47 0.001 0.82
control 43.80 8.70
experiment 45.04 9.34
speed 15.26 1,47 0.001 0.24
control 36.12 8.70
experiment 48.92 13.35
Learning 1.17 1,47 0.28 0.02
control 52.84 12.91
experiment 67.92 19.90
Stability 2.15 1,47 0.15 0.04
control 57.56 23.11

According to Table 1, the mean scores of experimental group in attention were more than that of the control group.
F-test results shows that the difference is significant (F = 210.83, p = 0.001). Experimental intervention significantly
increased the attention of the students. In addition, group membership explains 82 percent of the variance. According
to Table 1, the average of the experimental group in speed was more than that of the control group. F-test results
shows that the difference is significant, (F = 15.26, p = 0.001). Experimental intervention explains 24 percent of score
variations in the math leaning speed post-test. This indicates that computer games have a significant effect on
accelerated math calculations in the experimental groups. ANCOVA results in Table 1 also shows that experimental
intervention had no significant effect on math learning (F = 1.17, p = 0.28) and learning stability (F = 2.15, p = 0.15).
This indicates that computer games have no significant effect on increasing math learning and learning stability.

4. Discussion & Conclusions

Base on the role of computer games in increasing the speed and attention of mathematics learning, it can be
proposed that students are naturally oriented toward computer games because computer games are enjoyable
(Demirbileka, & lema Tamer, 2010). With characteristics such as being interesting, exciting and emotionally
stimulating, and considering the joy of learning concepts in video games (Prensky, 2003; Tuzun et al., 2009; Grimley
et al., 2011, among many others), computer games can be quite effective in increasing the level of motivation and
emotional stimulation of students (Prensky, 2003). This relationship can be expressed using Hebbs (1995) arousal
theory. In his theory, Hebbs (1995) explains the relation between the level of arousal and cognitive functioning.
Emotional behavior is implicitly associated with accelerated performance in line with the emotional excitability
(Hebb, 1995). It can be proposed that through increasing the level of motivation and excitability (Prensky, 2003;
Tuzun et al., 2009), computer games excite students cognitively activating their RAS. Considering that RAS is
responsible for the brain's arousal in response to external stimuli (Reeve, 2009), it increases the students awareness
and interest in solving mathematical problems. However, some studies (Grimley et al., 2011), have reported no effect
of computer games on mathematics learning. The findings of the present study regarding the effect of computer
games on mathematics learning and stability of mathematics learning is consistent with these researches as well.
According to Grimley et al. (2011) this lack of effect is because of: (1) the complexity of computer games which
may prevent the student from having a clear understanding of the objectives and content, (2) irrelevant parts of a
 Hojjat Mahmoudi et al. / Procedia - Social and Behavioral Sciences 176 (2015) 419 424 423

computer game which may unnecessarily prolong the time of learning, (3) the game may not be interesting for all
student to the same degree; thus motivation may decrease and the learning may fail. Some researchers also believe
that there is no clear causal relationship between mathematics achievement of students and using computer games
(Shafie, Wan, & Wan, 2010). These studies divide this lack of relationship into two categories of instrumental and
cognitive. Among the instrumental factors, mismatch between a computer game and the goal of learning, generality
of the content of the game, the teachers limited familiarity with the method of learning through computer games
compared to traditional methods, and temporal limitations in familiarizing students with the games have been
mentioned. Regarding cognitive factors, these studies suggest that cultural differences between students cognitive
structures and games characters and consequently the inability of students to adapt their cognitive structures to the
games content and characters leads to their lack of understanding of the games concept. In this regard, some studies
(Kronenberger et al., 2005; Miller et al., 2007), discuss the negative effects of exposure to the media, especially TV,
on cognitive performance especially in children and adolescents. Kronenberger et al. (2005), for example, proposes
that exposure to the media and computer games lead to violence and cognitive disorders. Also, Christakis et al.
(2004) says that computer games bring addiction because of the plasticity of brain neurons, leading to attention
deficit disorder (ADHD) in children and adolescents.
Limitation of the study sample to first grade secondary school students prevents extension of the results onto
students of other grades and schools. Also, lack of complete control of nuisance variables including the students'
previous experience with computer games may reduce the internal validity of the study. However, regarding the
established effect of computer games on enhanced speed and attention in mathematics learning, teachers and
instructors are advised to use computer games along with educational classes and traditional methods. Considering
the different performance of the right and left hemispheres and the different mathematical abilities in male and
female students, the moderating effect of gender merits further research.

Acknowledgment

Finally, it is necessary to thank all of the principals, teachers and students in Urmias schools that participated in
this research eagerly and we wish their success.

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