What are the Effects of Utilizing Digital Games During Instruction?

Ryan Schaaf

Abstract


This participatory action research project examined digital game-based learning and its effects in a technology-enriched classroom with elementary school students ages 8 to 11. Experimental and control groups received identical content instruction with differing instructional strategies during 8 lesson cycles. Student observations and attitudinal surveys constituted data sources to determine which student group had a higher level of engagement and time-on-task behavior. The results indicated the experimental groups that utilized digital game-based learning showed higher attentiveness and student engagement compared to the control group’s lesson cycles in most of the testing trials.

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