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Critique of...

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by

Katie Snyder

on 6 December 2014

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Transcript of Critique of...

A significant difference was found on achievement but not on motivation
Although the effects on motivation was found to be insignificant, the interviews indicated increased motivation.
Inconsistencies within this research and with prior research indicates further research is necessary
Conclusions
The effects of modern mathematics computer games on mathematics achievement and class motivation
Critique of...
Currently there is a lack of empirical studies conducted on instructional games effectiveness
Conflicting results among current research results indicate that additional research s required
Study investigated the effects games have on students' achievement and motivation
Article Foundation
Conceptual framework was well explained and provided significant contribution to the clarity and purpose of the study
Multivariate Analysis of Covariance was appropriately used to analyze the data
Results were clearly explained and inconsistencies noted
Related the research results to prior studies
Discusses the limitations for generalizing the results for other populations
Acknowledges the need for additional research
Positive Criticisms
Selection of the participants were not clearly described and therefore, we are unaware of any potential sources of bias
Details of the MANCOVA statistical analysis were not included in the study. Therefore, we are unaware of the relationship between the covariate and the dependent variable and hence don't know if they are measuring the same thing
Negative Criticisms
Accept with minor revisions
Critique Conclusions
LAI 615 Critique Presentation
Kebritchi, M., Hirumi, A., & Bai, H. (2010). The effects of modern mathematics computer games on mathematics achievement and class motivation. Computers & Education, 55(2), 427-443. doi:10.1016/j.compedu.2010.02.007
By Katie Snyder
"There is no significant difference between learners' achievement of the treatment group, who receive DimensionM! games, versus the control group, who do not receive the games."
"There is no significant difference between learners' motivations of the treatment group, who receive DimensionM! games, versus the control group, who do not receive the games."
"There is no significant difference between achievement and motivations of the students, who play DimensionM! games, with differences in (a) prior knowledge, (b) computer experience, and (c) language background."
Research Null Hypotheses
Full transcript