Learning gains from using games consoles in primary classrooms: a randomized controlled study
學習增益使用遊戲機在小學教室：一項隨機對照研究
Abstract
It is known that computer games are motivating for children, but there is limited direct evidence of their effects on classroom learning. Following a successful small-scale case study conducted by the authors, the aim of this randomized controlled trial was to further investigate the effects of a commercial off-the-shelf computer game on children’s mental computation skills and on aspects of their self-perceptions. A pre-post design was employed, with 634 primary-school (elementary school) children (10-11 years old) from 32 schools across Scotland. Schools were randomly assigned to experimental or control conditions. In the experimental schools, children used a games console for 20 minutes each day, running a ‘brain training’ game. The controls continued with their normal routine. The treatment period was nine weeks. Significant pre-post gains were found in both groups over the treatment period for both accuracy and speed of calculations. However, the gains in the games console group were up to twice those of the controls. There were no significant changes in two measures of self-concept for either group, although there was a small but statistically significant gain in attitude to school amongst the experimental group. When scores were analysed by ability, different patterns of scores were apparent. Qualitative data pointed to a range of benefits from the games-console experience. There are many implications which arise from the findings, some of which will be explored at the presentation.
摘要
據了解，電腦遊戲激發兒童，但有有限的直接證據，他們對課堂學習。繼成功的小型案例研究進行了作家，其目的本隨機對照試驗，以進一步探討影響商業現成的，現成的電腦遊戲對兒童的心理運算技能和對問題的自我認知。阿崗前性設計，與 634小學（小學）的兒童（10-11歲）32所學校在蘇格蘭。學校被隨機分配到實驗組或控制的條件。在實驗學校，兒童用的遊戲機，每天20分鐘，運行一個'大腦訓練遊戲的意義。在繼續控制他們的正常程序。治療期為 9週。重大崗前漲幅發現，兩組在治療期間的精確度和速度的計算。然而，收穫的遊戲機組的兩倍那些控件。沒有顯著變化，兩項措施的自我概念，任何一組，雖然有一個小但顯著收益的態度，學校之間在實驗組。當成績進行了分析能力，形態各異的得分明顯。定性數據指出，利益的範圍從遊戲控制台的經驗。其中有許多問題產生的結果，其中一些將探討在頒獎。
1. Background
There is a growing acceptance of the value of ICT in primary schools, with a range of applications now embedded in mainstream practice. In recent years initiatives have included the use of laptops, interactive white boards, hand-held computers and the internet. Additionally, there has long been an interest in the use of games-based applications in the classroom, with a growing interest in the potential of commercial off-the-shelf computer games (COTS) for learning in schools. The arguments for such games are framed in terms of knowledge gains, skill development, motivational aspects and cultural relevance issues (see, for example, Prensky, 2001; Kirriemuir & McFarlane, 2002; Sandford, Ulicsak, Facer & Rudd, 2006). However, as yet, the evidence of their educational value is neither extensive nor robust (Condie & Munro, 2007). In fact, in the current educational literature, much that has been written about the benefits of games and games-based learning appears to focus on the beliefs and attitudes of teachers, pupils and parents (eg McFarlane, Sparrowhawk & Heald, 2002; Facer, 2003; Sandford et al., 2006). There is a notable absence of studies that report output measures in terms of attainment.
1。背景
人們越來越多地接受信息和通信技術的價值在小學，與嵌入式應用範圍目前主流的做法。近年來舉措包括使用筆記本電腦，互動式白板，手提電腦和互聯網。此外，長期以來一直是有興趣的遊戲中使用的應用程序在課堂上，有一個越來越大的興趣，在潛在的商用的現成電腦遊戲（COTS）的學校學習。對於此類遊戲的論據是誣陷在收益方面的知識，技能發展，激勵和文化方面的相關問題（見，例如，Prensky，2001年;柯里繆爾和麥克法蘭，2002;桑福德，Ulicsak，瓦楞機及陸克文，2006）。然而，到目前為止，他們的證據既不是廣泛的教育價值，也不健壯（康迪與蒙羅，2007）。事實上，在當前的教育文獻中，已經寫入多的好處遊戲和遊戲為基礎的學習似乎把重點放在信念和態度的教師，學生及家長（如麥克法蘭，雀鷹和希爾德，2002;瓦楞機， 2003年桑福德等。，2006）。有一個顯著缺乏研究，報表輸出措施條款的實現。
2. Current study
This randomised controlled trial (RCT) followed on from a small-scale case study (Miller & Robertson, in press) which found statistically significant improvements in computation (accuracy and speed of processing) and self-perceptions when children used a COTS programme on a games console (Dr. Kawashima’s brain training) over a ten-week treatment period. The design of the current trial involved identifying schools which were in the lowest quartile in terms of socio-economic status (as measured by entitlement to free school meals) in each of the participating Regional Education Authorities. Once the pool of schools had been identified in each authority, they were randomly assigned to the experimental or control group. Each school in the experimental group was given a set of Nintendo DS lite games consoles for a primary 6 class.
2。目前的研究
這項隨機對照試驗（RCT），其次從一個小規模的案例研究（米勒和羅伯遜在新聞）顯著改善，其中發現在計算（精度和速度，加工）和自我認知，當孩子使用了一個現成方案遊戲控制台（川島博士的大腦訓練）超過十個星期的治療期。設計了目前的審判涉及查明學校在最低四分位數的計算，社會經濟地位（作為衡量學校領取免費餐）在每一個區域教育機構參加。一旦池中的學校已被確定在每一個機關，他們被隨機分配到實驗組或對照組。每所學校在實驗組給予一套任天堂的DS Lite遊戲機的主6級。
2.1. Participants
•32 schools
•4 education authorities
•Complete data set for 634 P6 children
2.1。與會者
•32所學校
•4個教育主管部門
•完整的數據集634小六兒童
2.2. Method
• Randomised controlled trial (stratified random sample)
• There were 2 conditions:
Experimental group, who used the Nintendo half an hour a day, 5 days a week playing Dr. Kawashima’s Brain Training
A control group, where the teachers were asked not to change their normal routine
• A training session was provided for the teachers who were in the Nintendo group
• The treatment period was 9 weeks
• Data collected: pre and post measures of computation (accuracy and speed), various self-measures, (eg mathematics self-concept). In addition, other data were collected: eg children’s previous performance against national standards (5-14 levels); computer use at home.
2.2。方法
•隨機對照試驗（分層隨機抽樣）
•有2個條件：
實驗組，誰使用任天堂每天半小時，每週 5天打川島博士的大腦訓練
對照組，那裡的教師被要求不能改變其正常的例行
•一個培訓課程，為教師提供了誰在任天堂組
•治療時間為9週
•數據收集：前後措施計算（準確度和速度），各種自措施（如數學自我概念）。此外，其他數據的收集，例如：孩子的表現與以前的國家標準（5-14級），電腦在家裡使用。
3. Findings
3.1. quantitative data
3.1.1.1. Accuracy (number correct)
• Statistically significant gains in both groups.
• But the mean gain in the experimental group was approximately 50% greater than that of the control group.
This difference was statistically significant.
3。調查結果
3.1。定量數據
3.1.1.1。精度（號碼是否正確）
•據統計顯著增長，兩組。
•但平均增益實驗組約為50％，超過對照組。
這種差異有統計學意義。
3.1.2. Speed of processing (time taken to complete number test)
• Statistically significant improvement in both groups.
• However, the mean improvement in the experimental group was more than twice that of the control group. This difference was highly statistically significant.
3.1.2。高速加工（需時多久完成數測試）
•顯著改善，兩組。
•然而，平均改善，實驗組兩倍以上的對照組。這種差異是非常顯著。
3.1.3. Self-concept
• No significant change in either maths self-concept or academic self-concept in either group.
3.1.3。自我概念
•沒有任何重大變化數學自我概念或學業自我概念在任一組。
3.1.4. Attitude to school
• Slight – but statistically significant – improvement in attitude towards school in the experimental group, but not in controls
3.1.4。學校的態度
•輕微-但顯著- 改善對學校的態度，在實驗組，但在控制組則否。
3.1.5. Analysis by previously recorded mathematical ability (please note: general trends – more detailed analysis to follow)
• In terms of accuracy, the less able children tended to improve more than the more able children.
• In terms of speed, the middle ability children tended to improve more than the children at the top and bottom of the ability range
3.1.5。通過事先錄製的數學分析能力（請注意：一般趨勢- 更詳細的分析如下）
•在計算準確，越能夠提高孩子往往越能比孩子。
•在計算速度，中間的能力，以改善兒童往往比孩子的頂部和底部能力範圍
3.1.6. Gender:
• There were no significant gender differences.
3.1.6。性別：
•無顯著性別差異。
3.2. qualitative data
In addition to the quantitative data collected, we also noted comments from teachers and children after the treatment period was over. Further qualitative data will be reported in due course, but some interesting findings
included:
• improvements noticed in children’s academic work: tables, basic computation, writing
• truanting and lateness had dramatically improved in some classes (the Nintendos were used at the start of the school day)
• children keen to take responsibility for the management aspects (collection, distribution, charging etc)
• improvements in interpersonal relationships (children taking a supportive interest in the performance of peers)
• children believed that they were ‘smarter’ as a result of using the game
3.2。質性資料
除了量化數據收集，我們也注意到，從教師和學生的意見後，在治療期間已經結束。進一步質性的數據將在適當時候進行報告，但一些有趣的發現
包括：
•改善注意到兒童的學業工作：表，基本計算，寫作
•逃學和遲到了顯著改善，一些類（Nintendos被用於一開始，學校的一天）
•兒童熱衷於承擔責任方面的管理（收集，分配，收費等）
•改善人際關係（兒童權益採取支持的性能同行）
•兒童認為他們是'聰明'，結果使用遊戲
4. Conclusion
There are many implications here: for the use of COTS in classrooms, for the raising attainment agenda, for
teaching and learning styles, for further investigation of the domains of learning, for the management of electronic
resources once purchased, for teachers’ belief systems, and a range of other issues. These will be developed in more detail in full journal papers.
To conclude, we wish to emphasise that no sponsorship was involved in this study. Funding was provided by Learning and Teaching Scotland, (a non-departmental public body funded by the Scottish Government) with an additional contribution from one of the participating Regional Education Authorities. The authors neither asked for, nor received, financial or any other form of support from Nintendo or any other commercial organisation.
4。結論
這裡有許多影響：使用現成的課堂，為提高實現的議程，
教學和學習方式，為進一步研究的領域學習，負責管理電子
資源一旦購買，教師信念體系，以及一系列其他問題。這些將制定更詳細全面期刊論文。
最後，我們想強調，沒有贊助商參與了這項研究。經費是由蘇格蘭學習與教學，（非政府部門的公共機構由蘇格蘭政府資助）與一個額外的貢獻，從一個區域教育主管部門參加。筆者既沒有要求，也沒有得到，財務或任何其他形式的支持任天堂或任何其他商業機構。
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