DOES DIGITAL GAME-BASED LEARNING IMPROVE STUDENT TIME-ON-TASK BEHAVIOR AND ENGAGEMENT IN COMPARISON TO ALTERNATIVE INSTRUCTIONAL STRATEGIES?

Authors

  • Ryan Schaaf College of Notre Dame of Maryland

DOI:

https://doi.org/10.33524/cjar.v13i1.30

Abstract

Digital Game-Based Learning (DGBL) activities were examined in comparison with effective, research-based learning strategies to observe any difference in student engagement and time-on task behavior. Experimental and control groups were randomly selected amongst the intermediate elementary school students ages 8 to 10 years old. Student observations and attitudinal surveys were completed after eight lesson cycles to determine which student group had a higher level of engagement and time-on-task behavior. Six of the 8 trials showed a higher student survey average in the level of student enjoyment while experiencing DGBL. Six of the 8 trials produced equal or higher class average scores for focus and attentiveness during DGBL versus alternative strategies. Seven out of 8 trials produced higher student table observation averages for DGBL. In conclusion, the data suggests DGBL can be as effective in the classroom as other research-proven instructional strategies.

Author Biography

Ryan Schaaf, College of Notre Dame of Maryland

Assistant Professor of Technology

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Published

2012-06-06

Issue

Vol. 13 No. 1 (2012)

Section

Articles

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