The answer to the above question, as according to the article, is YES! The Sedighian researchers have done a two-year study on almost 50 Grade 5 & 6 students through methods like visitations, observations, discussions, taped interviews and even a ‘surprise’ test to check the students’ grasp of the concepts learnt through computer games; and this research is sufficient in showing that educational computer games are effective in children’s learning of mathematics!
There are 8 elements in these computer games which, they believe, could motivate children to learn and satisfy their need in learning. First and foremost, children learn in a meaningful context. Children do not have to do pages of sum without knowing their relations to real life context. I think this is really important because it does not apply to mathematics alone, but all the other subjects when it comes to teaching young children!
Secondly, educational computer games create a sense of mission in the children. To win, they have to solve mathematical problems. I think this is closely related to the 4th element which is challenge. We are all easily motivated by challenges, especially those which we feel we can do but require a bit of effort. The same thing goes to children. Too-easy tasks could cause boredom while too-difficult ones may cause them to lose all interest. This is in line with Stephen Krashen’s (1982) Input Hypothesis which states that children learn best when the input is “i + 1” where “i” is the current level while “1” is a level higher than the current level. This will give children a sense of mission and some challenges!
Thirdly, it is the sense of achievement. This, as we all know, motivates children. When they know they can accomplish a level, they have more confidence in facing the next level. That is also why the games or input must be an “i + 1” and not “i + 2” or any higher level.
Fourth, the children said that they enjoyed the challenges given by ST. The challenges given would be just a level above their current competency, and through them the children would not feel bored. Therefore, they can en
Fifth, children using ST also felt that they were able to interact with the lesson more rather than just reading them from textbook. ST provides interactivity where children were able to manipulate the mathematical representations in the game. This makes the experience of learning mathematics more real.
Besides that, ST also provides an avenue for children to communicate about what they know of the subject. In a formal situation, children feel shy and embarrassed, perhaps out of fear that they will make mistakes. By using ST, children can use ST to express what they know about the subject and their peers can understand what they say more easily.
Sixth, through games, children can easily associate mathematics with pleasure rather than boredom. Through pleasure also, pupils’ affective filter can be decreased and their absorption of knowledge will be easier.
Seventh, ST attracted children, even those who were weak in mathematics to actually play the game and learn from it. CBMGs actually provide an environment where children are attracted towards the games and eventually receive the embedded instructions in the game.
Lastly, games that provide sensory stimuli are able to attract children to play them more. This corresponds to children’s cognitive growth where they need concrete examples and activities that are able to fulfill their different learning styles. So, although games are provided, they should have multiple sensory stimuli that can attract children to play them.
As a conclusion, motivating and fun activities should be core activities in the classroom. Children nowadays have progressed far beyond using text books to acquire knowledge and they need teaching methods that corresponds to the current era and technological advancement that they encounter every day.
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