DOES DIGITAL GAME-BASED LEARNING IMPROVE STUDENT TIME-ON-TASK BEHAVIOR AND ENGAGEMENT IN COMPARISON TO ALTERNATIVE INSTRUCTIONAL STRATEGIES?

Ryan L. Schaaf

36 citations0/0 files storedThe Canadian Journal of Action Research

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Educational Games and Gamification Problem and Project Based Learning Education and Technology Integration

Abstract

Digital Game-Based Learning (DGBL) activities were examined in comparison with effective, research-based learning strategies to observe any difference in student engagement and time-on task behavior. Experimental and control groups were randomly selected amongst the intermediate elementary school students ages 8 to 10 years old. Student observations and attitudinal surveys were completed after eight lesson cycles to determine which student group had a higher level of engagement and time-on-task behavior. Six of the 8 trials showed a higher student survey average in the level of student enjoyment while experiencing DGBL. Six of the 8 trials produced equal or higher class average scores for focus and attentiveness during DGBL versus alternative strategies. Seven out of 8 trials produced higher student table observation averages for DGBL. In conclusion, the data suggests DGBL can be as effective in the classroom as other research-proven instructional strategies.

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2005The World Is Flat: A Brief History of the Twenty-First Century 2003Digital game-based learning 2006Book Review: The World Is Flat: A Brief History of the Twenty-First Century by Thomas L. Friedman. New York: Farrar, Straus and Giroux, 2005 2006How Computer Games Help Children Learn 2017The World Is Flat: A Brief History of the Twenty-First Century 2019Digital Game-Based Learning 2006The World Is Flat: A Brief History of the Twenty-First Century 2013Good Video Games + Good Learning: collected essays on video games, learning and literacy

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