Examining the Differences between the Responses of the Students to a Digital Game and its Active Version According to their Mathematics Grades

Abstract

The purpose of this study was to examine students' responses to the digital and the active version of Angry Birds™ according to students' mathematics grades. The relational screening model was used to reveal the relationship between the students' responses and their math grades. The participants were 26 elementary and secondary school students enrolled in a state or a private school. Data was collected during the 2012-2013 academic year using a three-question semi-structured interview. First, the responses of the students were analyzed using the qualitative method of content analysis. The responses of the students were examined in two categories based on being either positive or negative. 39 codes were emerged from the responses to the digital games and active games. 27 of the codes were positive while 12 of them were negative. Students whose mathematics grades were 70 and above on a 100 point scale were grouped as high achievers. Those whose mathematics grades were below 70 were grouped as low achievers. Later, the chi-square test was employed to compare the categories with the students' mathematics grades. No significant difference was found between high and low achievers. After playing the digital version, low achievers gave more positive responses while high achievers gave more positive responses after playing the active version.

Making a digital game active: Examining the responses of students to the adapted active version

“…Ayrıca özsaygı ve sosyal etkileşimin gelişimi açısından sosyal ve bilişsel katkılar sağlamaktadır (Gerling, Miller, Mandryk, Birk, & Smeddinck,2014;Lieberman, 2006). Bunlara ilave olarak öğrencileri karar verme ve yeni fikirler geliştirme konusunda geliştirirken (Bork & King, 1998), onların akademik performanslarını arttırmalarını sağlar (Höysniemi, 2006;İnan, Dervent, Özden, & Arslantaş, 2015).…”

“…They also have psychosocial and cognitive impacts such as increased self-esteem (Gerling, Miller, Mandryk, Birk, & Smeddinck,2014) and social interaction (Lieberman, 2006). In addition, they enhance students' abilities about decision making and developing ideas (Bork & King, 1998) while improving academic performance (Höysniemi, 2006;İnan, Dervent, Özden, &Arslantaş, 2015).…”