The first study examined the practice of computer games in a 4th and 5th graders’ summer school math program. This study focused on the students’ motivation with computer games and learning environment based on such games and on how game-playing improved students’ math learning. This study indicated that using computer games in math is being more simplistic than commercial (Ke, 2008). Moreover, the findings of the study put emphasis on the task of designing appropriate activities that will be connected with computer games to enhance student motivation such as collaborative activities. The limitations occurred in the mentioned study show that this is a case study of one particular set of learning games with a small amount of students who were from the same school although being rather diverse in many characteristics such as gender, socio-economic status, math abilities, etc.
There have to be exercised cautions when generalizing the study ﬁndings to show the interaction between other types of games and student population of different characteristics. Coming back to our hypothesis, I can say that it is supported. Generally, this study showed that all participants were excited about the games they were offered to play.
It means they were motivated to learn math by playing this computer game. The next study by Kebritchi, Hirumi & Bai (2010) examined the effect of 3-D games in the field of mathematics. The crucial questions that this study offered to examine were related to the effects 3-D computer games had on students' mathematics motivation and achievement. Furthermore, the study examined how "individual differences of prior knowledge, computer experience, and language background impact students when they use computer games" (Kebritchi, M., Hirumi, A.
& Bai, H., p. 430). The results of the study showed that computer games had a successful effect on students' mathematics motivation and achievement. Students that played computer games received higher results in math than students that did not.
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