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More than just fun and games: assessing the value of educational video games in the classroom

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Conference on Human Factors in Computing Systems archive
CHI '04 extended abstracts on Human factors in computing systems table of contents

Vienna, Austria

SESSION: Late breaking result papers table of contents

Pages: 1375 - 1378

Year of Publication: 2004

ISBN:1-58113-703-6

Authors

Jeremy Lee	University of Michigan, Ann Arbor, MI
Kathleen Luchini	University of Michigan, Ann Arbor, MI
Benjamin Michael	University of Michigan, Ann Arbor, MI
Cathie Norris	University of North Texas, Denton, TX
Elliot Soloway	University of Michigan, Ann Arbor, MI

Sponsors

SIGCHI: ACM Special Interest Group on Computer-Human Interaction
ACM: Association for Computing Machinery

Publisher

ACM New York, NY, USA

Bibliometrics

Downloads (6 Weeks): 26, Downloads (12 Months): 156, Citation Count: 2

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abstract references cited by index terms collaborative colleagues

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ABSTRACT

The objective of this preliminary study is to investigate whether educational video games can be integrated into a classroom with positive effects for the teacher and students. The challenges faced when introducing a video game into a classroom are twofold: overcoming the notion that a "toy" does not belong in the school and developing software that has real educational value while stimulating the learner. We conducted an initial pilot study with 39 second grade students using our mathematic drill software Skills Arena. Early data from the pilot suggests that not only do teachers and students enjoy using Skills Arena, students have exceeded our expectations by doing three times more math problems in 19 days than they would have using traditional worksheets. Based on this encouraging qualitative study, future work that focuses on quantitative benefits should likely uncover additional positive results.

REFERENCES

Note: OCR errors may be found in this Reference List extracted from the full text article. ACM has opted to expose the complete List rather than only correct and linked references.

	1	Bransford, J.L., Brown, A.L. and Cocking, R.R. (eds.). How People Learn: Brain, Mind, Experience, and School. National Academy Press, Washington, D.C., 2000.
	2	Okan, Z. Edutainment: is learning at risk? British Journal of Educational Technology, 34 (3). 255--264.
	3	Eugene F. Provenzo, Video Kids: Making Sense of Nintendo, Harvard University Press, Cambridge, MA, 1991
	4	Quintana, C., Krajcik, J. and Soloway, E. Issues and Approaches for Developing Learner-Centered Technology. Advances in Computers, 57. 271--321.
	5	Ricardo Rosas , Miguel Nussbaum , Patricio Cumsille , Vladimir Marianov , Mónica Correa , Patricia Flores , Valeska Grau , Francisca Lagos , Ximena López , Verónica López , Patricio Rodriguez , Marcela Salinas, Beyond Nintendo: design and assessment of educational video games for first and second grade students, Computers & Education, v.40 n.1, p.71-94, January 2003 [doi>10.1016/S0360-1315(02)00099-4]

CITED BY 2

	Rubina Freitas , Pedro Campos, SMART: a SysteM of Augmented Reality for Teaching 2^nd grade students, Proceedings of the 22nd British CHI Group Annual Conference on HCI 2008: People and Computers XXII: Culture, Creativity, Interaction, September 01-05, 2008, Liverpool, United Kingdom
	Cristina Conati , Heather Maclaren, Empirically building and evaluating a probabilistic model of user affect, User Modeling and User-Adapted Interaction, v.19 n.3, p.267-303, August 2009