Computer Games Improves motivation in Elementary School Math Research Paper

Computer Games Improves motivation in Elementary School Math - Research news report ExampleAccording to Azevedo (2005), mathematics or math games are fun activities. They usually encourage motivation, direct for deep thinking, require both chance and skills, and provide multiple approaches to problem solving. These games implement certain numerical strategies and skills by leveraging the natural inclination of the assimilator to play. The games stand either be played by an individual, a small or large group it can be cooperative and/or free-enterprise(a) (Azevedo, 2005). Mathematical games have been proved to have some rewarding impacts to students. Azevedo (2005) argues that games are usually part of outside activities. Math games can provide the students with suitable contexts for developing both socially and mathematically. In addition, Shin, Sutherland, Norris & Soloway (2012) affirm that students can explore and discuss new strategies with their peers and use these strate gies to solve and calculate mathematical problems. Furthermore, math games allow the students to insert at a level of their choice and build on their knowledge and understanding. There exists limited experiential literature that supports the hypothesis with most of those advocating for the technique being the game developers and investors, which makes the supporting results relatively biased (Guha & Leonard, 2002). limited review of Literature There have been many studies turn ining how computer games find their place at the main(a) school class and students. In order to support the hypothesis that computer games improve motivation in learning mathematics in elementary school, four studies from different sources are considered. The first vignette examined the radiation pattern of computer games in a 4th and 5th graders summer school math program. This study center on the students motivation with computer games and learning environment based on such games and on how game-play ing alter students math learning. This study indicated that using computer games in math is being more simplistic than commercial (Ke, 2008). Moreover, the findings of the study put emphasis on the task of designing appropriate activities that will be connected with computer games to enhance student motivation such as collaborative activities. The limitations occurred in the mentioned study show that this is a case study of one particular set of learning games with a small make out of students who were from the same school although being rather diverse in many characteristics such as gender, socio-economic status, math abilities, etc. There have to be exercised cautions when generalizing the study ?ndings to show the interaction between other types of games and student population of different characteristics. Coming back to our hypothesis, I can say that it is supported. Generally, this study showed that all participants were ruttish about the games they were offered to play. It means they were motivated to learn math by playing this computer game. The next study by Kebritchi, Hirumi & Bai (2010) examined the effect of 3-D games in the field of mathematics. The crucial questions that this study offered to examine were related to the effects 3-D computer games had on students mathematics motivation and achievement. Furthermore, the