The purpose of my study was to explore and investigate how children respond to the use of a new learning center, which is focused on the concept of multiplication, and to the use of specifically designed learning games. The literature review presented supports the view that a structured approach to games, one where learners' tactics are specified and guided, does have a significant educational effect. This study was meant to be another test of the assumption that games are a valuable addition to our repertoire of methods for teaching and was based on the belief that games can generate enthusiasm and excitement; and students can become strongly motivated by the use of games. The study is significant because very few studies have dealt, empirically, with students "playing" educational games in the classroom. Through my in-depth study, I intended to find out what happens to students when they play; what they think; how they get involved in the game; and how an educational game, as part of a learning center, can be included in the classroom. Mainly, I would like to emphasize in my study the unique part played by the educational game in the curriculum. The effectiveness of the use of the new learning center, in terms of construction of personal knowledge, and construction of social knowledge, was demonstrated. Playing with the games appears to have increased the students' involvement in the process of social interaction which resulted in them creating a microcosm of society, and also creating their own knowledge of the concept of multiplication. The results also indicate that playing, as a part in the learning process, appears to have had a great impact on the students' academic performance, in terms of their math and social skills. This study has demonstrated that an inclusion of educational games can provide an important form of interaction needed in the classroom.
| Identifer | oai:union.ndltd.org:UMASS/oai:scholarworks.umass.edu:dissertations-8679 |
| Date | 01 January 1993 |
| Creators | Gillat, Batsheva |
| Publisher | ScholarWorks@UMass Amherst |
| Source Sets | University of Massachusetts, Amherst |
| Language | English |
| Detected Language | English |
| Type | text |
| Source | Doctoral Dissertations Available from Proquest |
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