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Computer-based game playing within alternative classroom goal structures on fifth-graders' math learning outcomes: Cognitive, metacognitive, and affective evaluation and interpretation.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Computer-based game playing within alternative classroom goal structures on fifth-graders' math learning outcomes: Cognitive, metacognitive, and affective evaluation and interpretation./
Author:	Ke, Fengfeng.
Description:	142 p.
Notes:	Adviser: Christopher Hoadley.
Contained By:	Dissertation Abstracts International67-08A.
Subject:	Education, Educational Psychology. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoeng/servlet/advanced?query=3229015
ISBN:	9780542827808

Computer-based game playing within alternative classroom goal structures on fifth-graders' math learning outcomes: Cognitive, metacognitive, and affective evaluation and interpretation.
Ke, Fengfeng.

Computer-based game playing within alternative classroom goal structures on fifth-graders' math learning outcomes: Cognitive, metacognitive, and affective evaluation and interpretation. - 142 p.

Adviser: Christopher Hoadley.

Thesis (Ph.D.)--The Pennsylvania State University, 2006.

Employing an across-stage mixed method model, this research investigated whether computer-based educational game playing, in comparison to traditional paper-and-pencil drilling, would be more effective in facilitating comprehensive math learning outcomes, and whether alternative classroom goal structures would enhance or reduce the effects of different learning conditions. Quantitatively, a pretest-posttest quasi-experimental design was used to examine the effects of learning conditions (computer game-based learning and traditional paper-and-pencil drilling) and classroom goal structures (cooperative, interpersonal competitive, and individualistic) on criterion measures (standards-based math exam performance, attitudes questionnaire, and metacognitive awareness survey responses). Students' gender, socio economic status, and prior ability level were considered as moderating variables. Qualitatively, in-field observation notes and think-aloud verbal protocols of sampled participants were analyzed to corroborate the quantitative data results.

ISBN: 9780542827808Subjects--Topical Terms:

1017560
Education, Educational Psychology.

Computer-based game playing within alternative classroom goal structures on fifth-graders' math learning outcomes: Cognitive, metacognitive, and affective evaluation and interpretation.
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020 $a 9780542827808
035 $a (UMI)AAI3229015
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100 1 $a Ke, Fengfeng. $3 1026005
245 1 0 $a Computer-based game playing within alternative classroom goal structures on fifth-graders' math learning outcomes: Cognitive, metacognitive, and affective evaluation and interpretation.
300 $a 142 p.
500 $a Adviser: Christopher Hoadley.
500 $a Source: Dissertation Abstracts International, Volume: 67-08, Section: A, page: 2948.
502 $a Thesis (Ph.D.)--The Pennsylvania State University, 2006.
520 $a Employing an across-stage mixed method model, this research investigated whether computer-based educational game playing, in comparison to traditional paper-and-pencil drilling, would be more effective in facilitating comprehensive math learning outcomes, and whether alternative classroom goal structures would enhance or reduce the effects of different learning conditions. Quantitatively, a pretest-posttest quasi-experimental design was used to examine the effects of learning conditions (computer game-based learning and traditional paper-and-pencil drilling) and classroom goal structures (cooperative, interpersonal competitive, and individualistic) on criterion measures (standards-based math exam performance, attitudes questionnaire, and metacognitive awareness survey responses). Students' gender, socio economic status, and prior ability level were considered as moderating variables. Qualitatively, in-field observation notes and think-aloud verbal protocols of sampled participants were analyzed to corroborate the quantitative data results.
520 $a The results indicated computer-based game playing facilitated positive attitudes toward math learning significantly more than paper drilling but its advantage on cognitive math test performance and metacognitive awareness was not significant. It was also found that generally cooperative goal structure, in comparison to competitive goal structure, was significantly more effective in facilitating math learning motivation; whereas individualistic goal structure was significantly more effective than the other two structures in promoting math test performance. There was not a significant interaction effect between learning conditions and classroom goal structures on math learning outcomes. The interdependence between classroom goal structure and computer-based game playing was similar to that between classroom goal structure and traditional paper-and-pencil drilling. Not enough statistical evidence was found to support the hypothesis that individual differences---gender, SES, and prior math ability---would interact with computer-based game playing or classroom goal structures in influencing math learning outcomes.
520 $a Qualitatively, game playing participants were engaged in either effortful mathematical problem solving or pure entertainment pursuit. The integration of learning and pursuing fun mostly depended on the game design at intrinsic fantasy and optimized challenge. Additionally, it was found that cognitive collaboration between participants during cooperative game playing or paper drilling was not an automatic happening; instead explicit training on cognitive elaboration of mathematical thinking and purposeful reward system for cognitive peer tutoring need to be developed.
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650 4 $a Education, Mathematics. $3 1017588
650 4 $a Education, Technology of. $3 1018012
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710 2 $a The Pennsylvania State University. $3 699896
773 0 $t Dissertation Abstracts International $g 67-08A.
790 $a 0176
790 1 0 $a Hoadley, Christopher, $e advisor
791 $a Ph.D.
792 $a 2006
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoeng/servlet/advanced?query=3229015