Classroom goal structures for educational math game application

Abstract

This field study investigated the application of cooperative, competitive, and individualistic goal structures in classroom use of educational math games and its impact on students' math performance and math learning attitudes. 124 5th -grade students were recruited and randomly assigned to a Teams-Games-Tournament cooperative, interpersonal competitive, or individualistic gaming condition. A state-standards-based math exam and an inventory on attitudes toward mathematics were used in pretest and posttest. Students' gender, socio economic status, and prior math ability were examined as the moderating variables. Results indicated that gaming in cooperative goal structure was most effective in promoting positive math attitudes while classroom goal structure for gaming had no significant impact on students' math test performance. It was also found that students of different socio-economic statuses were influenced differently by the gaming conditions.

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