An experimental research study using a mixed-method analysis to was conducted to examine educational video game effects on mathematics achievement and motivation between sexes. This study examined sex difference in a 7th grade mathematics (Mathematics 2/Mathematics 2 Advanced) classroom (n=60) learning algebra. Attributes and barriers relating to educational video game play, preference, and setting characteristics were explored. To examine achievement and motivation outcomes, a repeated-measure (SPSS v14) test was used. The analysis included ethnographic results from both student and teacher interview and observation sessions for data triangulation. Results revealed a statistically significant academic mathematics achievement score increase (F =21.8, df =1, 54, < .05). Although, mathematics class motivation scores did not present significance (F =.79, df =1, 47, p > .05), both sexes posted similar data outcomes with regard to mathematics class motivation after using an educational video game as treatment during an eighteen-week term in conjunction with receiving in-class instruction. Additionally, there was an increase in male variability in standard deviation score (SDmotivationpre=8.76, SDmotivation post=11.70) for mathematics class motivation. Lastly, self-reported differences between the sexes for this limited sample, with regard to game design likes and dislikes and observed female game play tendencies, were also investigated. The data presented customization as a unified, but most requested, game design need between the sexes. Between sex differences were found only to be superficial other than a female delay in game acceptance with regard to time and game play comfort.

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As students transition into middle school science courses, their interest and engagement in the subject declines. This decline is most significant among girls, particularly for topics in physical science. While several factors have been identified that contribute to the decline, one area that is emerging as a new way to help improve girls' view of science is the use of educational video games to improve engagement and interest in science content, particularly as video games have been steadily rising in popularity with girls. This study used Cultural Historical Activity Theory to understand how middle school girls engage with an educational video game designed to teach physical science concepts and how game design influences engagement. Ten participants played three games. Games were chosen to reflect diverse designs and mechanics. Participants were observed and audio recorded during the play and debriefed after the play. Games designs like open exploration, an in-game story, and gradually increasing challenges connected to content all supported engagement. Game design that used low cognitive demand, repetitive tasks, and increasing difficulty connected to game mechanics discouraged engagement. The enjoyment of the game itself increased interest in physical science topics. By better understanding the perspective of female students, these findings guide educators in selecting educative games for middle school girls and support game designers to better engage girls in the games and interest them in science.

The primary purpose of this study was to evaluate the effect of basic multiplication mastery (0-12) and self-efficacy outcomes for elementary age students attempting to master multiplication facts in a Computer-Assisted Instructional (CAI) environment. Timez Attack (TA), a modern Internet based 3-D multiplication video game, was the computer program used in this study. Four third- and four fourth-grade classes of students at a public charter school received either 12 20-minute Teacher-Led Instructional (TLI), or TA multiplication practice sessions. Pre- and post Math Attitude Survey (MAS), timed multiplication tests, observations, and informal interviews were used to assess and compare TA and TLI's learning environments, performance, and self-efficacy outcomes. Both third- and fourth-grade TA students' level of multiplication mastery improved significantly after intervention. Results from the post-MAS also revealed significantly higher self-efficacy beliefs, and reduced nervousness in learning multiplication facts amongst some TA students. Statistical data analysis revealed no significant performance outcome differences between TLI and TA third-grade classes; however, post-test comparisons between fourth-grade TLI and TA students showed TA students significantly outperforming their comparison group counterparts by answering approximately 50% more problems in a given time and feeling significantly less nervous toward learning new multiplication math facts. The TA program's motivational, self-paced, and self-evaluative features seemed to produce a positive learning environment, which encouraged student learning. Educators should consider using CAI with features similar to TA's to improve students' academic performance and self-efficacy.

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Educational video games have proven a useful tool for educators, offering experiential pedagogy in a variety of fields. Predicting the success of a video game in engaging students and motivating them to work with relevant material is problematic. One approach was attempted through administering the Myers-Briggs Personality Type Indicator to 42 high school students and observing subsequent voluntary performance on a popular mathematics video game throughout one semester. Game dynamics matching certain personality elements of the students generally correlated between learning preferences in the classroom and in the online gaming environment. Students who enjoyed group dynamics in classroom settings likewise indicated enthusiasm for the group dynamics in game play. Those students preferring structured learning environments may prefer less open ended virtual learning gaming environments. Since the game incorporated multiple choice questions and rewarded correct choices made quickly, those students with personality styles in which questions are carefully considered before answering suffered in points scored compared to those used to making fast intuitive choices in exam settings. Additional studies, including those with larger populations and different types of video games, are needed for more definite conclusions.

The use of online courses continues to increase despite the small amount of research that exists on the effectiveness of online educational environments. The little research that has been conducted has focused on evaluating factors taken into consideration during the adoption of online learning environments. One notable benefit often cited is the ability to incorporate multimedia such as video games. Although game researchers and developers are pushing for the use of video games for educational purposes, there is a lack of research on the effectiveness of serious video games. When paring the increasing use of online educational environments, the push to use serious video games, and the lack of research on the effectiveness of online learning environments and video games, there is a clear need for further investigation into the use of serious video games in an online format. Based on current literature, no other known study has conducted an analysis comparing a serious game-based and non-game based online course; making this a unique study. The purpose of this study was to compare student learning experiences and outcomes between a serious game-based and non-game based online American History course. The data sources were data provided from Florida Virtual School (FLVS) and student and teacher interviews. Random samples of 92 students were statistically analyzed. A group of 8 students and 4 teachers were interviewed. FLVS data provided were analyzed using an independent t-test and the Mann-Whitney test and the student and teacher interview were analyzed using thematic analysis. Results of an independent t-test revealed that there was a significant (p > .01) difference in the mean number of days necessary to complete the course (MGB = 145.80, SDGB = 50.64, MNGB = 112.63, SDNGB = 49.60). The Mann-Whitney results indicated a significant difference between course performance and the type of American history course (Z = -5.066, p > .01); students in the serious game-based online course had an A average whereas students in the non-game-based online course had a B average. The thematic analysis of the relationship between student performance and motivation in both courses indicated that students and teachers of the game-based online course provided more reasons for student motivation than the students and teachers in the non-game-based online course. The thematic analysis of what aspects do students perceive as helpful and/or hindering to their learning indicated that students and teachers of the game-based online course provided more desirable, more helpful, less undesirable, and less hindering aspects for their course than the students and teachers in the non-game-based online course. As a result of the unique nature of this study, the findings provide new information for the fields of research on online learning, serious video gaming, and instructional design as well as inform instructional-designers, teachers, education stakeholders, serious video game designers, and education researchers.