東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

Evaluation of the effect of a digita...

Wale, Christine M.

Linked to FindBook

Google Book

Amazon

博客來

Evaluation of the effect of a digital mathematics game on academic achievement.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Evaluation of the effect of a digital mathematics game on academic achievement./
Author:	Wale, Christine M.
Description:	176 p.
Notes:	Source: Dissertation Abstracts International, Volume: 75-04(E), Section: A.
Contained By:	Dissertation Abstracts International75-04A(E).
Subject:	Educational psychology. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3606018
ISBN:	9781303628641

Evaluation of the effect of a digital mathematics game on academic achievement.
Wale, Christine M.

Evaluation of the effect of a digital mathematics game on academic achievement. - 176 p.

Source: Dissertation Abstracts International, Volume: 75-04(E), Section: A.

Thesis (Ph.D.)--University of Northern Colorado, 2013.

Digital games are widely popular and interest has increased for their use in education. Digital games are thought to be powerful instructional tools because they promote active learning and feedback, provide meaningful contexts to situate knowledge, create engagement and intrinsic motivation, and have the ability individualize instruction. However, claims about the potential benefits of digital games in education have outpaced quality empirical research on their effectiveness in K-12 settings.

ISBN: 9781303628641Subjects--Topical Terms:

517650
Educational psychology.

Evaluation of the effect of a digital mathematics game on academic achievement.
LDR:03229nmm a2200301 4500 001 2070964
005 20160628072938.5
008 170521s2013 ||||||||||||||||| ||eng d
020 $a 9781303628641
035 $a (MiAaPQ)AAI3606018
035 $a AAI3606018
040 $a MiAaPQ $c MiAaPQ
100 1 $a Wale, Christine M. $3 3186055
245 1 0 $a Evaluation of the effect of a digital mathematics game on academic achievement.
300 $a 176 p.
500 $a Source: Dissertation Abstracts International, Volume: 75-04(E), Section: A.
500 $a Adviser: Marilyn C. Welsh.
502 $a Thesis (Ph.D.)--University of Northern Colorado, 2013.
520 $a Digital games are widely popular and interest has increased for their use in education. Digital games are thought to be powerful instructional tools because they promote active learning and feedback, provide meaningful contexts to situate knowledge, create engagement and intrinsic motivation, and have the ability individualize instruction. However, claims about the potential benefits of digital games in education have outpaced quality empirical research on their effectiveness in K-12 settings.
520 $a The purpose of this study was to investigate the effectiveness of a mathematics digital game, Ko's Journey, on seventh grade students' mathematics achievement as defined by a researcher-constructed test aligned with the Common Core Mathematics Standards (National Governors Association Center for Best Practices, Council of Chief State School Officers, 2010) and measured on a Rasch (1960) unidimensional equal-interval scale. This research was conducted using secondary data from a pretest-posttest control group design study with a total of 371 seventh grade students from 10 classrooms. Classroom teachers randomly assigned their classroom sections to play the mathematics digital game or served as a wait-listed control group and continued using the typical mathematics curriculum. Hierarchical linear modeling (HLM) and Rasch differential item functioning were used to determine the effect of the intervention on student's mathematics achievement.
520 $a Hierarchical linear modeling analyses, using person ability logit estimates derived from the Rasch scaling, concluded that the Ko's Journey intervention did not have a significant effect on posttest scores. The HLM analyses revealed a significant positive relationship between the students' individual pretest and posttest scores and the classroom average pretest and posttest scores. Using the Rasch differential item functioning, six assessment items were significantly less difficult for the experimental group compared to the control group; this suggested that the intervention was successful in teaching the mathematics targeted by the items. Technological problems experienced in the classrooms and differential implementation of the game among teachers confounded an accurate estimate of the efficacy of the digital game to improve academic achievement.
590 $a School code: 0161.
650 4 $a Educational psychology. $3 517650
650 4 $a Mathematics education. $3 641129
690 $a 0525
690 $a 0280
710 2 $a University of Northern Colorado. $b Educational Psychology. $3 1676649
773 0 $t Dissertation Abstracts International $g 75-04A(E).
790 $a 0161
791 $a Ph.D.
792 $a 2013
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3606018