The effects of computer games on primary school students’ achievement and motivation in geography learning

• Published in: Computers and education Vol. 52; no. 1; pp. 68 - 77
• Main Authors: Tuzun, Hakan, Yilmaz-Soylu, Meryem, Karakus, Turkan, Inal, Yavuz, Kizilkaya, Gonca
• Format: Journal Article
• Language: English
• Published: Elsevier Ltd 2009; Elsevier
• Subjects: Achievement Tests; Applications in subject areas; Computer Assisted Instruction; Computer games; Computer Software; Computers; Educational Environment; Educational Games; Educational Technology; Electronic Learning; Elementary education; Elementary School Students; Foreign Countries; Geography Instruction; Instructional Effectiveness; Interactive learning environments; Outcomes of Education; Pretests Posttests; Private Schools; Student Attitudes; Student Motivation; Teaching Methods; Technology Integration; Turkey; Virtual reality; Turkey; Interactive learning environments; Elementary education; Applications in subject areas; Computer games; Virtual reality
• ISSN: 0360-1315; 1873-782X
• DOI: 10.1016/j.compedu.2008.06.008

The implementation of a computer game for learning about geography by primary school students is the focus of this article. Researchers designed and developed a three-dimensional educational computer game. Twenty four students in fourth and fifth grades in a private school in Ankara, Turkey learnt about world continents and countries through this game for three weeks. The effects of the game environment on students’ achievement and motivation and related implementation issues were examined through both quantitative and qualitative methods. An analysis of pre and post achievement tests showed that students made significant learning gains by participating in the game-based learning environment. When comparing their motivations while learning in the game-based learning environment and in their traditional school environment, it was found that students demonstrated statistically significant higher intrinsic motivations and statistically significant lower extrinsic motivations learning in the game-based environment. In addition, they had decreased focus on getting grades and they were more independent while participating in the game-based activities. These positive effects on learning and motivation, and the positive attitudes of students and teachers suggest that computer games can be used as an ICT tool in formal learning environments to support students in effective geography learning.