Clark suggestion that interactive math games are more effective then classroom instruction is based on a study of 193 algebra students. The study used a control group and then tested student’s algebra skills in a pre-test and post-test. The experimental groups were allowed to use an immersive algebra video to study between tests. The control group only had regular classroom instruction. The experimental group showed a more significant rise in scores on the second tests then the control group.
These results combined with student and teacher feedback, indicate that the increased understanding of algebra was a result of participation in the math game. The majority of the teachers and all of the students interviewed in relation to the experience, reported positive attitudes towards this media. They generally indicated that because the game was enjoyable, adventurous, challenging and progressive students became so immersed in the game that they forgot they were studying, but remembered what they learned.
Clark's post suggests video games are the answer to school’s failures, however, he does not provide enough evidence to suggest this would work in all school’s and all students equally. Some students may be more familiar with computer games and thus better able to learn through this media without a great deal of wasted time. Others may struggle. This report does not discuss the cultural and economic backgrounds of the students used, making the results difficult to generalize.
Clark also fails to compare traditional and other non-traditional methods for teaching mathematics. Quite possibly there are methods aside from video games that better or at least equally fill the gap in traditional education? Comparison of math video games success in classrooms in relation to classroom teacher rankings, district school rankings and social and economic backgrounds of student body would also be a consideration for future studies.
Although the recent study used in this article was rather small, Clark does support his argument with several other studies, including two meta-analysis, one based Vogel (et al, 2006) review of empirical 32 studies, and the other based on Dempsey’s (1994) review of 94 empirical studies.
Further research is needed before we can generalize the idea that math games will increase student’s success, however, according to Clark's post, they do seem to have an overall positive effect on students and teachers alike. While video games are not likely to replace good teachers anytime soon their educational potential cannot be ignored.
References
http://donaldclarkplanb.blogspot.com/2008/06/immersive-games-beats-classroom-in.html accessed October 1, 2010 from www.google.com
Using video games to teach maths interests me mostly because I find it a difficult and particularly frustrating subject to teach. The idea that something could make it easier and fun to do sounds great.
ReplyDeleteHowever, I have to admit that I haven’t seen a great deal of fun games for maths. Most that I have seen in traditional classroom settings have been 2D and fairly repetitive. Also they have been used in my experience by teachers as a reward for early finishers or as a distraction so the teacher can work with a focus group using more traditional methods.
I think the use of more complex games in maths could be exciting but I have my doubts about them taking over the teachers’ role in the classroom. I believe that for video games to be effect teaching tools they need to be supported by teachers. Students should be provided with many different teaching tools and video games can be one of them but students are still going to need teachers. To me the idea of taking teachers away from children’s education is like the idea of taking parents away from their families and expecting them to still work. The classroom would be a cold place without a teacher!