How Digital Game-Based Learning Can Improve Students' Academic Achievement and Problem Solving
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Gao, J.B., Yang, Y.T.C. & Chen, I.H. (2009). How Digital Game-Based Learning Can Improve Students' Academic Achievement and Problem Solving. In T. Bastiaens et al. (Eds.), Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2009 (pp. 1256-1263). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/32627.
World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (ELEARN) 2009
October 26, 2009
Theo Bastiaens, Jon Dron & Cindy Xin
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Table of Contents
The purpose of this study was to investigate the effectiveness of different methods of instructional strategy (traditional instruction and digital game-based learning) on students’ academic achievement and problem solving. A pretest and posttest quasi-experimental design was used for this study. The participants were 44 9th grade students in two classes. This experiment was conducted for 23 weeks. ANCOVA was employed to examine whether there was a difference between the two research groups on the dependent variables after receiving different methods of instructional strategy. The results of this study were as follows: (a) students who received DGBL did not have higher academic achievement than students who received traditional instruction (b) students who received DGBL had a higher level of problem solving than students who received traditional instruction.
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