How does the implementation of online games impact elementary students’ mathematics skill proficiency?

How does the implementation of online games impact elementary students’ mathematics skill proficiency?

With the rise of computer usage in the classroom paired with a growing interest in educational games, the question arises as to how the implementation of online games impact elementary students’ mathematics skill proficiency. Games that are marketed for educational use promise growth and achievement, but how do they work and to what degree? The research presented looks at the use of computer-based games in the classroom and their impact on student success in mathematics skill proficiency. Utilizing different types of games and game systems, as well as with different levels of teacher involvement, illustrate several aspects of this type of instruction including what works and what doesn’t. The research is backed up with several types of assessments beyond the games themselves and show their effectiveness in comparison to traditional teaching methods. The knowledge gained from these studies allows teachers to determine how they could implement games into their classrooms and what they would need to do to ensure its success for all students.

Literature Review

Three studies investigated the impact computer-based games have on mathematics skill proficiency. del Moral Pérez, Duque, and García (2018) used the Game to Learn Project which uses games to develop multiple intelligences with an online database of games that connect to the curriculum. Students in this study were assessed in logical-mathematical, naturalistic, and linguistic abilities (del Moral Pérez et al., 2018). O’Rourke, Main, and Hill (2017) completed their study by using handheld game devices (Nintendo DS lites) and the game Dr. Kawashima’s Brain Training to develop skill automaticity with random problems of addition, subtraction, and multiplication facts. Kermani’s (2017) study used ten computer mathematics games with

different levels of teacher involvement to assess number sense improvement in students. Each study used different timeframes and assessment methods, but were all focused on if and to what degree students improved their proficiency in mathematics when using computer-based games.

Speed and Accuracy

The studies done by del Moral Pérez et al. (2018) and O’Rourke et al. (2017) used the elements of time and accuracy in their choice of games. Though different types of games, both measured how quickly the students completed the problems and how many problems were correct in order for them to move to the next level and prove mastery of the skill (del Moral Pérez et al., 2018; O’Rourke et al., 2017). O’Rourke et al. (2017) discovered that students not only improved their skill accuracy, but also their speed completing the problems, while del Moral Pérez et al. (2018) found students increased performance because of the time restraints. In the study done by Kermani (2017), the focus fell more on the aspect of accuracy, rather than speed. Utilizing the element of time to push students to work faster and more accurately may work against some but was found to be successful for the majority in these studies.

Motivation and Engagement

All three studies found differences in how their students became engaged and motivated during their time using the games. For O’Rourke et al. (2017), the game and game system they used was enough in itself to motivate their students as the system they chose was something mainstream that many children use for fun. The teachers in the study also picked up on the increase in motivation and engagement, specifically for the students who thrive with competition in the first place, as it was something they really enjoyed working with (O’Rourke et al., 2017). The students liked being able to choose which games to play and coming up with their own strategies to solve problems (O’Rourke et al., 2017). On the other hand, the research done by

Kermani (2017) found that although the games were motivating on their own, they were most engaging and motivating when the teacher initiated the enthusiasm for the games and used background knowledge of what interested the students to get them excited to use them. Interest in mathematics increased for the students in del Moral Pérez et al.’s (2018) group after the experiment was over, showing the impact a different type of instruction can have in the long run. Whether it was during, with a little encouragement, or after the studies were through, the games all made a positive difference for student engagement and motivation.

Teacher Involvement

The involvement of teachers varied in each of the three studies. For del Moral Pérez et al. (2018), the teachers only selected games the students would play from a list of options given to them. O’Rourke et al. (2017) had teachers review concept awareness prior to playing the games and encouraged students to share strategies with their peers as they played. The most involved teachers were in the study done by Kermani (2017), in which one group used a variety of scaffolding strategies such as modeling, hinting, and feedback, as well as explicit instruction, while another group only set up the game and answered questions for the students similar to those in O’Rourke et al.’s (2017) group. Analyzing the impact that teacher involvement had along with the games themselves creates a stronger basis for how to implement the games for and during instruction.

Effectiveness versus Traditional Teaching

Each study found a difference in how the use of games made an impact versus traditional teaching. The research done by O’Rourke et al. (2017) found that the computer-based games were more effective regarding mental math skills than traditional teaching, but also found that no matter how much the teacher was involved or what type of instructional strategy they used, there

was no impact on overall success or engagement beyond that of traditional teaching. In the research done by Kermani (2017) where the teachers were most involved, teachers were able to use what they knew about their students and help them one-on-one to strategize and use manipulatives and hands-on learning to solve problems while they were playing the games. Kermani (2017) also found that the teachers were able to focus more on those who needed help and the more involvement the teacher had, the more success the students had overall. The most important idea to remember when deciding if and how to include this type of instruction in the classroom was noted by del Moral Pérez et al. (2018) when they explained that it will only be effective if the teachers are properly trained in how to implement these games into the curriculum. Proper training and meaningful teacher involvement help students succeed when using computer-based games.

Gender Differences

The topic of gender was considered only in the studies done by del Moral Pérez et al. (2018) and O’Rourke et al. (2017). For del Moral Pérez et al. (2018), both boys and girls showed gain in skills, but in different areas of logical-mathematical study: girls performed better in asking how things work and boys performed better in games with strategies. The study did not look at overall proficiency scores but claim that the girls had bigger gains than the boys. O’Rourke et al. (2017) did not notice any significant difference between overall proficiency scores of girls and boys. Though it may be something to consider in the future, gender did not have any significant impact regarding skill performance in these studies.

Analysis

All three studies found positive correlations between computer-based games and

mathematics proficiency improvement. For del Moral Pérez et al. (2018), there were significant,

widespread increases in all areas from pretest to posttest scores regarding skill, ability, and multiple intelligences. O’Rourke et al. (2017) not only found an improvement with recall on assessments, but a significant improvement in comparison to a traditional classroom control group as well. The study found that both teachers and students enjoyed working on the Nintendo DS lites and used what they learned in the application of skills in real life (O’Rourke, et al., 2017). Kermani’s (2017) study found an increase in number sense skills with the students involved, with the biggest gains being in the group that was facilitated by the teacher. What Kermani’s (2017) study found that others did not was how the games themselves were not responsive to the students and that the students would give up if they became too hard and did not have help or support. This points to the importance of teacher involvement and the fact that games cannot replace traditional teaching methods. Students still need face-to-face interaction with each other and their teachers throughout the school day, but short periods of time with computer-based games are a positive addition to the classroom. All three studies need to be taken into consideration when determining how to implement computer-based games into the curriculum and the importance of training and meaningful involvement on the teacher’s behalf.

Application

After reading through the research it is clear that there are advantages to implementing the use of computer-based skill games in the classroom setting. Before having the students work on the computer, there are several things that need to be done to ensure success. First, I will need to research different types of games and/or online databases that have games to choose from. I will need to find games that reflect the skills the students need to master as noted in the curriculum, as well as those that incorporate different types of learning styles. If there is professional development or any sort of training on the games or program, I will need to

complete that as a next step. Once I determine which games best suit the needs of my students, I need to practice playing them on the devices my students will use. If I do not play any of the games, I will not know how they work or be able to troubleshoot if an issue comes up. Also, I will need to make sure the games work on the devices my students use, as many websites and applications are blocked by our server. If this arises, I will be able to contact our Technology Director to gain access. If I did not do this and the games did not work, I would lose time from both the planning aspect and instruction aspect.

Once the games are chosen and tested, I can begin to use them in my classroom. After reading about the importance of teacher involvement from Kermani (2017) and O’Rourke et al.’s (2017) studies, I will first need to make sure my students have knowledge in the skills that will be assessed in the games and go over how everything works. I will enthusiastically explain the games to them, including how to access them and what to do if something goes wrong, as well as explain (and write on the board) what they can do if they get stuck, including using paper and pencil, manipulatives, peers, and myself for assistance. Once they begin playing, I need to be active and monitor them. From Kermani’s (2017) study, I know I need to scaffold and use a variety of strategies for them as they work through the games, playing close attention to those who are struggling. I also need to keep tabs on who needs help with what, which I can use in future small-group and whole-group instruction. Once the time set for using the games is over, I need to show students how what they learned carries over into hands-on work and real-life skills to ensure continued practice. By showing my students enthusiasm for the games along with being present and actively helping them solve problems, I can help students master skills and become more confident in the classroom.

References

del Moral Pérez, M. E., Duque, A. P. G., & García, L. C. F. (2018). Game-based learning: Increasing the logical-mathematical, naturalistic, and linguistic learning levels of primary school students. Malaysian Journal of Learning and Instruction, 7(1), 31-39.

Kermani, H. (2017). Computer mathematics games and conditions for enhancing young children’s learning of number sense. Malaysian Journal of Learning and Instruction, 14(2), 23-57.

O’Rourke, J., Main, S., & Hill, S. M. (2017). Commercially available digital game technology in

the classroom: Improving automaticity in mental-maths in primary-aged students.

Australian Journal of Teacher Education, 42(10), 50-70.