Journal Article

Summary: Combining Software Games with Education: Evaluation of its Educational Effectiveness

Name: Trina Nouvong

Date: May 13, 2010

Reference: Virvou, M., Katsionis, G., & Manos, K. (2005). Combining Software Games with Education: Evaluation of its Educational Effectiveness. Educational Technology & Society, 8 (2), 54-65. Retrieved April 29, 2010, from http://www.citeulike.org/user/peircen/article/4860386

Problem: The process of learning is very difficult cognitive task that can

be hard for students because it requires effort. With technology

growing the focus of student’s attention is on computer games. The

purpose of this study is to see the effectiveness of educational

games on students who used to or have poor performance in the

subject matter taught prior to their experience with the game.

Context: Elementary students ages 9-10 years old were from schools in

Greece participated in the study. Ninety fourth graders participated in this experiment. The experiment consisted of four parts that were done parallel to one another. Students were chosen by their grades from the previous year. The groups of children were randomly divided into two independent sub-groups with the same number of children. The first sub-group used the VR-ENGAGE (the educational game) and the second sub-group used the ITS with the simple UI (User Interface). The students were all taught from the same curriculum and had similar background on the use of the computers. All of the were computer-literate and had been trained at their schools for the basic use of windows, the internet and other popular software that students would use.

Findings: The t-test results show that the students did significantly better with the VR-ENGAGE as a tool rather than just the other software. The results of the analysis were based on pre-test errors, post-test errors and the improvement percentage on mistakes between pre-test and post-test. Based on the findings from the sub-groups of the VR-ENGAGE and simple ITS, the students did better by ten-percent using the VR-ENGAGE versus the simple ITS. After the tests, students were interviewed about their experiences using the different software. Teachers were also interviewed about their student performance on their pre-tests and post-tests. The students were excited by the fact that they had a game that helped them with their learning. The only down side was the students were comparing it to other virtual games and how the other games had more sophisticated environments, more adventure and more action. Teachers were impressed by game structure and how it helped the students who they didn’t feel performed very well on geography. The teachers liked using the computers in the classroom and wish to include educational games like this in the future.

Recommendations: In conclusion, I recommend that this research could be very helpful for educators that might need the extra support for students who might need it. Sometimes students need a different tool to help them with their learning. Creating a game based around curriculum gives not only the students but teachers as well more engagement and a positive learning environment where everyone can feel successful.