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EDUCATIONAL VIDEO GAME EFFECTS UPON MATHEMATICS ACHIEVEMENT AND MOTIVATION SCORES: AN EXPERIMENTAL STUDY EXAMINING DIFFERENCES BETWEEN THE SEXES

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Date Issued:
2009
Abstract/Description:
An experimental research study using a mixed-method analysis to was conducted to examine educational video game effects on mathematics achievement and motivation between sexes. This study examined sex difference in a 7th grade mathematics (Mathematics 2/Mathematics 2 Advanced) classroom (n=60) learning algebra. Attributes and barriers relating to educational video game play, preference, and setting characteristics were explored. To examine achievement and motivation outcomes, a repeated-measure (SPSS v14) test was used. The analysis included ethnographic results from both student and teacher interview and observation sessions for data triangulation. Results revealed a statistically significant academic mathematics achievement score increase (F =21.8, df =1, 54, p<.05). Although, mathematics class motivation scores did not present significance (F =.79, df =1, 47, p>.05), both sexes posted similar data outcomes with regard to mathematics class motivation after using an educational video game as treatment during an eighteen-week term in conjunction with receiving in-class instruction. Additionally, there was an increase in male variability in standard deviation score (SDmotivationpre=8.76, SDmotivation post=11.70) for mathematics class motivation. Lastly, self-reported differences between the sexes for this limited sample, with regard to game design likes and dislikes and observed female game play tendencies, were also investigated. The data presented customization as a unified, but most requested, game design need between the sexes. Between sex differences were found only to be superficial other than a female delay in game acceptance with regard to time and game play comfort.
Title: EDUCATIONAL VIDEO GAME EFFECTS UPON MATHEMATICS ACHIEVEMENT AND MOTIVATION SCORES: AN EXPERIMENTAL STUDY EXAMINING DIFFERENCES BETWEEN THE SEXES.
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Name(s): Kappers, Wendi, Author
Hirumi (Co-Chair: Witta), Atsusi (Co-Chair: Lea), Committee Chair
University of Central Florida, Degree Grantor
Type of Resource: text
Date Issued: 2009
Publisher: University of Central Florida
Language(s): English
Abstract/Description: An experimental research study using a mixed-method analysis to was conducted to examine educational video game effects on mathematics achievement and motivation between sexes. This study examined sex difference in a 7th grade mathematics (Mathematics 2/Mathematics 2 Advanced) classroom (n=60) learning algebra. Attributes and barriers relating to educational video game play, preference, and setting characteristics were explored. To examine achievement and motivation outcomes, a repeated-measure (SPSS v14) test was used. The analysis included ethnographic results from both student and teacher interview and observation sessions for data triangulation. Results revealed a statistically significant academic mathematics achievement score increase (F =21.8, df =1, 54, p<.05). Although, mathematics class motivation scores did not present significance (F =.79, df =1, 47, p>.05), both sexes posted similar data outcomes with regard to mathematics class motivation after using an educational video game as treatment during an eighteen-week term in conjunction with receiving in-class instruction. Additionally, there was an increase in male variability in standard deviation score (SDmotivationpre=8.76, SDmotivation post=11.70) for mathematics class motivation. Lastly, self-reported differences between the sexes for this limited sample, with regard to game design likes and dislikes and observed female game play tendencies, were also investigated. The data presented customization as a unified, but most requested, game design need between the sexes. Between sex differences were found only to be superficial other than a female delay in game acceptance with regard to time and game play comfort.
Identifier: CFE0002586 (IID), ucf:48270 (fedora)
Note(s): 2009-05-01
Ph.D.
Education, Department of Educational Research Technology and Leadership
Doctorate
This record was generated from author submitted information.
Subject(s): gender differences
sex differences
instructional design
educational video games
mathematics
experimental design
repeated-measure
Persistent Link to This Record: http://purl.flvc.org/ucf/fd/CFE0002586
Restrictions on Access: public
Host Institution: UCF

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