Benjamin Green

MEDT 8484

Assignment 4: Research on Media and Instructional Technology

Can computer games or technology apps have a positive impact on third grade math achievement

scores? Teachers are now using a variety of technology tools to instruct students and help them meet

academic standards and strengthen skills in reading and math. One of these specific tools are

technology-based math games. An area of research that I would focus on would be educational

technologies and their impact on student learning. I would specifically focus on the use of math gaming

on improving student achievement in mathematics. I think that this would be an important topic for

study because CRCT scores for students in the third grade in my county have been relatively low. This

is also a problem seen throughout other school districts and counties in Georgia. The participants in my

study would be third grade students between the ages of 8 and 9. The study would be conducted in a

controlled environment and there would be a control group and an experimental group. Students would

be able to choose from three to four different math games or apps during the study. Researchers Shin,

Sutherland, Norris, and Soloway conducted a similar study in 2012 as discussed in their article, Effects

of game technology on elementary student learning in mathematics”. The purpose of this paper is to

provide a review of that study and the author’s recommendations for further research.

In their research, Shin et al. (2012) studied the effects on game technology on student learning in

mathematics among second grade students between the ages of 7 and 8. The researchers conducted two

studies to see whether gaming technology “facilitates learning in elementary mathematics and to explore

which aspects of game design support student learning” (p. 541). In their study of literature, the

researchers found that the traditional method of paper-based learning materials (textbooks, worksheets,

etc.) only present information visually using pictures or text. The authors cite, “Educational materials
with multiple representations (eg. text, picture, video, animation/simulation, audio), various difficulty

levels of learning tasks and different levels of support are necessary to appeal to the abilities, interests

and needs of individual learners (p. 542).” The researchers also proposed that a sound technology-based

educational game should include goals and rules, possess a high level of learner control, present

challenging tasks and feedback, and include repetitive practice of skills.

The researchers then designed a technology-based game for the study participants to use called

“Skills Arena” on the popular Game Boy handheld gaming device. Students in the experimental group

used this program to practice addition and subtraction math facts while students in the control group

practiced their math using paper-based math fact card triangles. Shin et al. (2012) concluded, “In sum,

the results of the scores between the pretest and the 5-week test revealed that students who used the

technology-based game outperformed those who did not use it. Comparison of the 5-week and the final

test results revealed that students who played the technology-based game more than three times per

week outperformed those who used the game only twice each week” (p. 552).

After their study, Shin and her peers gave recommendations for future research on the effect of

gaming technology on elementary mathematics achievement. The authors first proposed that ”further

research is needed to examine how game features should be designed to promote individualized

instruction for enhancing learning outcomes of complex cognitive tasks, student interest and

engagement in gaming environments” (p. 558). Individualized and differentiated instruction is now an

important facet of teaching practice. Efficient technology-based educational games should be designed

to meet the needs of individual learners and they should allow learners to progress through the game

based on their individual learning needs. Also, an effective educational game should be designed so that

students are highly engaged and enthusiastic about reaching the goals or levels that the game is set for.
 As a second recommendation, the authors stated that “identifying significant classroom variables

is an important step in successfully implementing games in educational settings (p. 448).” Teacher

attitudes toward technology use, teacher experience with technology for classroom instruction, student

gender, learning styles, and prior experience all are variables that should be considered when studying

the effects of gaming technology on student learning. Each of these variables could be studied separately

to observe whether there is a correlation between one of these factors, educational gaming, and student

academic achievement.

In addition to Shin, Sutherland, Norris, and Soloway’s research, a similar study conducted by

Kiger, Herro, and Prunty (2006) examined the effects of a mobile learning intervention (MLI) using the

iPod touch on students’ mastery of multiplication facts. The authors cite:

“Two classrooms used Everyday Math and daily practice using flashcards, etc., to learn

multiplication. Two other classrooms used Everyday Math and web applications for the

iPod touch for daily practice. MLI students outperformed comparison students on a post-

intervention multiplication test controlling for several covariates, including prior

achievement, home iPod touch use, and previous teacher, among others” (p. 61).

As recommendations for further research, Kiger et al. suggest that possible studies could

examine whether mobile learning is best for a particular grade level, subject, or instructional approach;

how mobile learning affects classroom assessment; and how schools can partner with families to foster

learning outside of the traditional classroom using mobile devices (2006).

In conclusion, I have discussed two studies that examined the correlation between educational

technology gaming/mobile devices and student achievement in math. Recommendations for further

research from both article were cited and discussed.

 References
Kiger, D., Herro, D., & Prunty, D. (2012). Examining the influence of a mobile learning intervention on third grade math

achievement. Journal Of Research On Technology In Education, (1), 61.

Shin, N., Sutherland, L. M., Norris, C. A., & Soloway, E. (2012). Effects of Game Technology on Elementary Student

Learning in Mathematics. British Journal Of Educational Technology, 43(4), 540-560