Does Digital Game-Based Learning Improve Motivation, Focus, and On-Task Behavior?

• In Event: AERA Virtual Poster Session 7
  In Poster Session: Technology, Instruction, Cognition and Learning SIG Poster Session

Abstract

In order to solidify its place as an effective instructional strategy, Digital Game-Based Learning (DGBL) activities were examined in comparison with other research-supported learning strategies to compare student focus, engagement, and time-on task behavior in learners ages 8-10 in a Maryland public school. In this quasi-experimental study, student observations and attitudinal surveys were completed after eight lesson trials to determine which student group (experimental or control) had a higher level of focus, engagement, and time-on task behavior. Using independent t-tests, all three of the independent variables were supported. In conclusion, the data suggests DGBL can be as effective in the classroom as other research-proven instructional strategies.

Author

• Ryan L. Schaaf, Notre Dame of Maryland University