Gameplaying for maths learning: cooperative or not?

This study investigated the effects of gameplaying on fifth-graders’ maths performance and attitudes. One hundred twenty five fifth graders were recruited and assigned to a cooperative Teams-Games-Tournament (TGT), interpersonal competitive or no gameplaying condition. A state standardsbased maths exam and an inventory on attitudes towards maths were used for the pretest and posttest. The students’ gender, socio-economic status and prior maths ability were examined as the moderating variables and covariate. Multivariate analysis of covariance (MANCOVA) indicated that gameplaying was more effective than drills in promoting maths performance, and cooperative gameplaying was most effective for promoting positive maths attitudes regardless of students’ individual differences. Introduction The problem of low achievement in American mathematics education has been discussed in numerous policy reports (Mathematical Sciences Education Board, 2004). Educational researchers (eg Ferrini-Mundy & Schram, 1996) and administrators (eg Brodinsky, 1985), for years, have appealed for mathematics-education reform and proposed various solutions to foster mathematics learning. Amongst these propositions were computer games as powerful mathematical learning tools with great motivational appeal and multiple representations of learning materials (Betz, 1995; Malone, 1981; Moreno, 2002; Quinn, 1994). Researchers reported (eg Ahl, 1981; Bahr & Rieth, 1989; Inkpen, 1994) that a variety of computer games have been used in classrooms to support learning of basic arithmetic and problem-solving skills. Other researchers (Amory, Naicker, Vincent & Adams, 1999; Papert, 1980) contend that computer games need to be carefully aligned with sound learning strategies and 250 British Journal of Educational Technology Vol 38 No 2 2007 © 2006 The Authors. Journal compilation © 2006 British Educational Communications and Technology Agency. conditions to be beneficial. Consistent with this proposition, the incorporation of computer games within a cooperative learning setting becomes an attractive possibility. Cooperative learning in mathematics has been well discussed by Davidson (1990): group learning helps to remove students’ frustration; it is not only a source for additional help but also offers a support network. Empirical research (Jacobs, 1996; Reid, 1992; Whicker, Bol & Nunnery, 1997) verifies the importance of cooperative learning in mathematics education. Hence, the potential benefit of combining computer games with cooperative learning in mathematics warrants a field investigation. Specific research on the cooperative use of computer games is limited. Empirical study of this technique is especially sparse. Therefore, the purpose of this research was to explore whether computer games and cooperative learning could be used together to enrich K-12 mathematics education. Employing a pretest–posttest experimental design, the study examined the effects of cooperative gameplaying on fifth-grade students’ maths performance and maths attitudes when compared to the interpersonal competitive gameplaying and control groups.