The Effects of Math Video Games on Learning: A Randomized Evaluation Study with Innovative Impact Estimation Techniques. CRESST Report 841
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| Title: | The Effects of Math Video Games on Learning: A Randomized Evaluation Study with Innovative Impact Estimation Techniques. CRESST Report 841 |
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| Language: | English |
| Authors: | Chung, Gregory K. W. K., Choi, Kilchan, Baker, Eva L., Cai, Li, National Center for Research on Evaluation, Standards, and Student Testing |
| Source: | National Center for Research on Evaluation, Standards, and Student Testing (CRESST). 2014. |
| Availability: | National Center for Research on Evaluation, Standards, and Student Testing (CRESST). 300 Charles E Young Drive N, GSE&IS Building 3rd Floor, Mailbox 951522, Los Angeles, CA 90095-1522. Tel: 310-206-1532; Fax: 310-825-3883; Web site: http://www.cresst.org |
| Peer Reviewed: | N |
| Page Count: | 44 |
| Publication Date: | 2014 |
| Sponsoring Agency: | Institute of Education Sciences (ED) |
| Contract Number: | R305C080015 |
| Document Type: | Reports - Research |
| Education Level: | Grade 6 Intermediate Grades Middle Schools Elementary Education |
| Descriptors: | Video Games, Educational Games, Mathematics Instruction, Mathematics, Instructional Effectiveness, Hierarchical Linear Modeling, Item Response Theory, Scores, Outcome Measures, Pretests Posttests, Factor Analysis, Grade 6 |
| Abstract: | A large-scale randomized controlled trial tested the effects of researcher-developed learning games on a transfer measure of fractions knowledge. The measure contained items similar to standardized assessments. Thirty treatment and 29 control classrooms (~1500 students, 9 districts, 26 schools) participated in the study. Students in treatment classrooms played fractions games and students in the control classrooms played solving equations games. Multilevel multidimensional item response theory modeling of the outcome measure produced scaled scores that were more sensitive to the instructional treatment than standard measurement approaches. Hierarchical linear modeling of the scaled scores showed that the treatment condition performed significantly higher on the outcome measure than the control condition. The effect (d = 0.58) was medium to large (Cohen, 1992). Two appendices are included: (1) Descriptive Statistics of Pretest and Posttest Scores by Schools and Conditions; and (2) Summary of Efficacy Trial Procedures. |
| Abstractor: | As Provided |
| Number of References: | 50 |
| What Works Clearinghouse (WWC) Reviewed: | Meets Evidence Standards without Reservations |
| WWC Study Page: | http://ies.ed.gov/ncee/wwc/study/80943 |
| IES Funded: | Yes |
| Entry Date: | 2015 |
| Accession Number: | ED555700 |
| Database: | ERIC |
| Abstract: | A large-scale randomized controlled trial tested the effects of researcher-developed learning games on a transfer measure of fractions knowledge. The measure contained items similar to standardized assessments. Thirty treatment and 29 control classrooms (~1500 students, 9 districts, 26 schools) participated in the study. Students in treatment classrooms played fractions games and students in the control classrooms played solving equations games. Multilevel multidimensional item response theory modeling of the outcome measure produced scaled scores that were more sensitive to the instructional treatment than standard measurement approaches. Hierarchical linear modeling of the scaled scores showed that the treatment condition performed significantly higher on the outcome measure than the control condition. The effect (d = 0.58) was medium to large (Cohen, 1992). Two appendices are included: (1) Descriptive Statistics of Pretest and Posttest Scores by Schools and Conditions; and (2) Summary of Efficacy Trial Procedures. |
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