No

01

Writers
name/year
Arik King (2011)
using interactive
games to improve
math achievement
among middle
school students in
need of
remediation

Theory

Obj/hypothesis

H 0 : 1 = 2 =

Situated
cognition
Theory

Instrument

Location

Quantitative
study
Quasi
experim
ent

Sub
urban
mid
Atlantic
public
school

H a : 1 2 3

The hypo was tested by

comparing the mean of
the control group(

m a ) with the mean

of the experimental

mean of the comparison

128 students
7th grade
regular
math
classes
Divides
into 3
group
(control,
compari
son,
experim
ental)

Result

mb ) and the
group (

group(

Sample

mc ). Equal

means no difference.
A higher mean score for
the control group
compared to the two
remedial groups
indicates that traditional
instruction is more
effective
A higher means score
for the experimental
groups indicates that
adding intervention tool
of interactive games is

There were
differences between
the 3 groups on posttest scores when
controlling for pretest scores, with
students in the
experimental groups
having larger gains
than those in the
control groups when
using Bonferroni
adjusted alpha level.
Based on the result,
the null hypothesis
rejected

Finding

Notes

When problem based

gaming instruction was
added to the standard
remedial math program,
students performed better
than when they received
only the standard remedial
program and better than
students who received
neither the problem-based
gaming instruction nor the
standard remedial math
program.

16/09

the more effective

instructional strategy
02

Tammy
Reed(2010)
the relationship
between
computer games
and reading
achievement

Constructi
vism
theory

H 0 : the use of computer

Quantitative
methods

software games which

present reading skills in a
gaming format does not
increase reading achievement
in 2nd grade students as
indicated by the oral reading
fluency

Elementa
ry school
in the
south
eastern
quadrant
of the
United
States

103, 2nd
grade
students

03

Aikaterini
katmada,Apostolo
s Mavridis,
&ThrasyvoulosTsi
atsos(2014)
implementing a
game for
supporting
learning in
mathematics

Csikszent
mihalyis
flow
theory

Quantitative
method

School in
Greece

37 students
(23 boys , 14
girls) aged
12 14
years.

H 0 ) stated the used

of
computer
games
which present reading
skills in a gaming format
does not increase reading
achievement in 2nd grade
students as indicated by
the oral reading fluency,
is not rejected.

H 1 =the use of computer

software games which
present reading skills in a
gaming increases reading
achievement in 2nd grade
students as indicated by the
oral reading fluency.
1) To investigate the
students opinion
regarding the usability
of the volcanic riddle
game.
2) To investigate whether
the gender of students
affect their opinion
about the usability of the
volcanic riddles game

The null hypothesis (

1) The students opinion

about the games
usability was
examine using
Likert type question.
The statistical result
are as below:
- Understand how the
games is played
(M =4.67)
- Agreed that this
game did not require
any complex
computer usage

The use of computer

software games which
present reading skills in a
gaming format does not
increase reading
achievement in 2nd grade
students as indicated by
the oral reading fluency

1) It was deduced that

the students were
positive about the
usage of volcanic
riddle game
2) There were no
significant differences
between boys and
girls opinions
regarding the game,
based on the scores
for the 8 dimensions.

(M=4.42)
The game improve
their skills (M =
4.58)
2) Mann-Whitney U
test
- When examining
each one of the 22
questions, it became
apparent that the
girls learned to use
the game more
quickly (Mdn=5)
than the
boys(Mdn=3), U
=90.5,p .22, r
=.37.
- However the boys
considered the
game to be more
satisfactory
(mdn=4), than the
girls
(mdn=3),U=100,P=.
49,r = .32
Hypothesis
-

04

Muhammad
Ridhuan,
Zulqarnain Abu
Bakar,
RazalMahari Ali,
Ibrahim Faye,
Hilmi
Hassan(2012)

Cognitive
learning
theory

H 0 : The average test

Quantitative
method

score for children who were

not aided by Timez-Attack id
greater than or equal to the
average score for children
who were aided by TimezAttack, where

u1 is the
3

Two
randomly
selected
schools
in Perak
(1 Urban,
1 rural
area
school)

100 primary
level school
children

H 0 :u 1>u 2
H 1 :u1 <u 2
=.05

Decision criterion:

There was a significant

difference between the
two means. The average
test score for children who
were aided by Timezattack is significantly
greater than the average
test score for children who
were not aided by the

 the impact of
video games in
childrens learning
of mathematics

mean test score of children

who ere not aided by timezattack and

u2

reject

is the

accept

mean test score of children

who were aided by the game

value

H 1 : The average test

H 0 and
H 1 if p .05

game. Hence it conclude

that Timez-attack game
gave a positive impact of
children achievement in
multiplication.

H 0 rejected.

score for children who were

aided by Timez-Attack id
greater than or equal to the
average score for children
who were aided by TimezAttack, where

u1 is the

mean test score of children

who ere not aided by timezattack and

u2

is the

mean test score of children

who were aided by the game
05

Terri Lynn Kurley

Ferguson (2014)
mathematics
achievement with
digital game-based
learning in high
school algebra 1
Classes

Piagets
Cognitive
developme
nt theory

H 0 : there will be no

Quantitative
Method

statistically significant
difference in student algebra
achievement, as measured by
the 2012 North Carolina
EOC Test for Algebra 1,
between students who were
taught with traditional math
methods and the use of

Rural
School in
North
Carolina.

222 9th grade

students
Control
group (a)
110 students
(only
received
traditional

Comparison of means
between control group
and experimental groups

M a = 143.48
M b = 146.57

There were statistically

significant difference in
student algebra
achievement, as measured
by the 2012 North
Carolina EOC Test for
Algebra 1, between
students who were taught
with traditional math
methods and the use of

digital-based games versus

students who were taught
using traditional math
methods only

instruction)
Experiment
al group(b)112 students
(received
traditional
math
instructional
in 1stsem and
Digital
games based
learning for
the 2nd
semester)

H a : there will be a
statistically significant
difference in student algebra
achievement, as measured by
the 2012 North Carolina
EOC Test for Algebra 1,
between students who were
taught with traditional math
methods and the use of
digital-based games versus
students who were taught
using traditional math
methods only
06

Oskar Ku, Sherry

Y.Chen, Denise
H.Wu, Andrew
C.C &TakWai
Chan(2013)

Mastery
Experience
Theory
(Bandura)

The effects of
game-based
learning on
mathematical
confidence and
performance :High
Ability vs Low
Ability

To investigate whether
GBL enhances students
confidence and learning
performances toward
mathematics
To investigate whether
students with different
levels of academic
ability react similarly to
GBL?

Quantitative
(Quasi exp)

Schools
in
Taiwan

51 students
10 11
years
26 Exp
Group
25
control
Groups

The mean difference

found comparing these
two groups was 3.091
points. This result
indicates that the
experimental group had
significantly higher EOC
test scores as compared
with the control group.
Therefore,

H 0 is

rejected.

Comparison between EG
and CG means score.

Confidence (using
questionnaire)
Pretest

M EG = 3.367
M CG = 3.365

Posttest

M EG 3.669

digital-based games versus

students who were taught
using traditional math
methods only.

The results indicate

that both high ability
and low ability
students with the
GBL approach gained
significance
improvement on their
confidence and
learning performances
toward mathematics
In contrast, student
with the paper based
setting did not show a
significant

M CG = 3.2

Computational
performances(assess
ment)
Pretest

M EG = 21.85
M CG = 21.76

Posttest

M EG 69.46
M CG = 55.28

Comparison
between EG and CG
in terms of students
mathematical ability
Pretest high ability

M EG = 3.55
M CG = 3.69

Pretest low ability

M EG = 3.19
M CG = 2.75

Post-test high
ability

M EG = 3.57

improvement
confidence and
learning performances
toward mathematics

M CG = 3.86
Post-test low ability

M EG = 3.14
M CG = 3.45

07

HaiyanBai, Wei
Pan, AstusiHirumi
and Mansureh
Kebritchi (2012)
assessing the
effectiveness a 3D
instructional game
on improving
mathematics
achievement and
motivationof
middle school
students

Frankens
motivation
theory

To study the
effectiveness of a
complex computer game
on students algebra
achievement scores.
To study the effect of a
complex computer game
on students motivations
in learning mathematics.

Quantitative
method
(quasi exp)

Public
school
district in
the
southeast
of the
United
States

445 eighth
graders
students
Treatment
group 245

Pre-benchmark score

M T = 42.43
M C = 57.41
Post-benchmark score

Control
group - 192

M T = 52.08
M C = 64.47
Motivation pre test

M T = 71.19
M C = 75.58
Motivation post test

M T = 71.80
M C = 72.42

i.

The results suggested

that the Dimension M
game had significant
effects on increasing
student mathematics
performance and
motivation of learning
mathematics of 8th
graders

08

Mido Chang
&Michael A.
Evans &Sunha
Kim &
Anderson Norton
&Kirby DeaterDeckard &
YavuzSamur
(2015)

The effects of
an educational
video game
On mathematical
engagement

Cognitive
theory

1. To investigate whether the

[APP] improve students
mathematical engagement
measured by an
overall engagement score as
well as scores for the subdomains: behavioural,
emotional, and cognitive.

Quantitative
method

2. To investigate are there

any differential effects of the
[APP] for male and female
students,
controlling for prior
mathematics achievement?

rural
school
district in
Virginia

107 fifth
grade
students
-28
students was
assigned as a
control
group in
which
students
learned
fractions
using
paper-andpencil drills.
-79 students,
were

Descriptive statistics of preand post-math engagement

scores

1.

Overall
Pretest
APP Male-

Posttest
Male-

96.26
Female
- 92.06

97.70
Female
- 93.71

Male-

Male-

88.67
Female
- 91.00

75.25
Female
- 89.00

Pap
er &
Pen
cil

-The [APP] group had

small increases while the
paper-and-pencil drill
group displayed big
decreases in all
engagement levels. Its
show that the APP games
help students in their
mathematical engagement
- The main effect of
[APP], gender, and
mathematics achievement
did not reveal significant
effects on cognitive
engagement.

assigned to
learn
fractions by
playing the
[APP] on
iPod
Touches as a
treatment
group

2.

behavioural
PrePosttest
test
APP Male- Male35.74
Female
- 34.89

36.06
Female
- 35.33

Pap Maleer & 33.75

Female
Pen - 33.87
cil
3. Emotional
Pretest
APP Male-

Male-

28.50
Female
- 27.31

28.97
Female
- 27.58

Pap Maleer & 26.50

Female
Pen - 29.67
cil
4. cognitive
Pretest
APP Male-

Male-

32.03
Female
- 29.86

32.73
Female
- 30.74

Male-

Male-

28.42
Female
- 27.47

24.55
Female
- 27.93

Pap
er &
Pen
cil
09

Ibtesam AlMashaqbeh1
and Ahmad Al

Cognitive
learning
theory

The following hypotheses

were tested at .05
significance levels 1.

Quantitative
(Quasi exp)

element
ary
school

50 first
grade
students;

28.25
Female
- 33.40

Posttest
Male-

22.67
Female
- 27.67

Posttest
Male-

Means for Pre-test & posttest for Control and

Experimental Group Scores

The results suggest that

using traditional teaching
instruction supported with
Computer Math Game

Dweri2 (2014)
Educational
Math Game
Software: A
Supporting Tool
for First Grade
Students'
Achievement

10

Chun Ming
Hung,Iwen Huang

Constructi
vism

There are a significant

difference at (
0.05) in students'
achievements test
between the control
group who used
traditional teaching
instruction (TTI)) and
the experimental
group who used
traditional teaching
instruction supported
with Computer Math
Game (CMG)
attributed to the
teaching method. 2.
There are statistically
significant differences
at ( 0.05) in
students'
achievements
(experimental group)
that used the
traditional teaching
method that supported
with Computer Math
Game (CMG)
attributed to the
teaching method
To investigate whether
the game based

in
Jordan

Quasi
experimenta

10

Elementa
ry school

-25 in the
control
grou(CG),
-25 in the
experiment
al
group(EG).
-The
control
group used
traditional
teaching
instruction
(TTI) and
the
experiment
al group
used
traditional
teaching
instruction
supported
with CMG

69 pupils
-Group A

CG
EG

Pre
test

Posttest

81.88
0
81.96
0

89.44
0
95.24
0

A statistically
significant difference
has been found
between the mean
scores of the
experimental and
control groups in their
pre test scores
(p=.5936),
- A statistically
significant difference
has been found
between the mean
scores of the
experimental and
control
groups in their post test
scores (p= 0.0101, p <
0.05),
- A statistically
significant difference
has been found
between the mean
scores of the pre and
post-test of the
Experimental groups
(p=0.0101, p > 0.05).

ANOVA was used to

compare the pre and post

(CMG)
Software on first grade
students' achievement in
math is likely to be an
effective way for teaching.
The CMG
created such a learning
environment that could
find equal opportunities to
practice math and have
feedback on
Their progress.

It was found that both the

digital game-based

&Gwo Jen Hwang

(2014)
Effects of digital
game-based
learning on
students selfefficacy,
motivation,
anxiety &
Achievements

theory

learning approach
improve the students
self-efficacy in
comparison with the
conventional
technology-enhanced
learning approach and
traditional instruction?
To study whether the
game-based
mathematics learning
approach promotes the
students learning
motivation in
comparison with the
conventional
technology-enhanced
learning approach and
traditional instruction?
To investigate whether
the game based
mathematics learning
approach decrease the
students mathematical
anxiety in comparison
with the conventional
technology-enhanced
learning approach and
traditional instruction?
to investigate whether
the game-based
mathematics learning
approach improve the
students learning

l method

in
Beijing

11

Exp
group
23
student
Using
Digital
gamebased
learning
-Group B
Exp
Group
23
students
using elearning
-Group C
Control
group
23
students
using
tradition
al
instructi
on

result
1. self-efficacy
(questionnaire)
Pre
Post
A
3.53
3.74
B
3.19
3.56
C
3.30
3.24
2. Learning Motivation
(questionnaire)
Pre
Post
A
3.00
3.78
B
3.00
3.56
C
3.00
3.23
3. Mathematical
anxiety
(questionnaire)
Pre
Post
A
3.44
3.29
B
3.76
3.65
C
3.24
3.37
4. Learning
Achievement
(test)
Pre
Post
A
75.48 92.09
B
79.35 87.78
C
79.48 87.22

learning group and the elearning group revealed

significantly higher selfefficacy of learning
mathematics than the
traditional instruction
group. although the
students in the e-leaning
group did not show
significantly higher
learning motivation than
the traditional instruction
group, their self-efficacy
reveals the potential of
making progress in
learning mathematics in
the future. it was found
that the digital game based
learning group
outperformed the other
two groups in terms of
learning achievement. It
concluded that game
based learning helps in
students achievements.

achievement in
comparison with the
conventional
technology-enhanced
learning approach and
traditional instruction?
11

Jennie M. Carr
(2012)
Does Math
Achievement
hAPPen when
iPads and GameBased Learning
are Incorporated
into Fifth-Grade
Mathematics
Instruction?

studentcentered
experientia
l theoretical

H 0 : There wiil be no
statistically significant

Quantitative
-quasi
experiment

difference exists in
mathematics achievement
among fifth- grade students
in a small, rural Virginia
school district as measured
by the fifth-grade
mathematics SFAW Virginia
SOL aligned assessment for
students in the group in
which ipads were used in a
1:1 setting for mathematical
instruction as compared to
students in the group in
which iPads were not used

2
elementa
ry
schools
in
Virginia Grace
Hannah
elementa
ry school
-Lucas
Robert
elementa
ry school

5th grader
mathematics
students-Control
groups
56 5th grade
students
from Grace
Hannah
elementary
schools
-Experimtal
Groups
48 5th grade
students
from Lucas
Robert
Elementry
Schools

12

The control group

completed the
pretest with a
mean score of
55.58%. At the
end of the
academic quarter,
the control group
had a mean
posttest score of
62.25%.
The experimental
group completed
the pre-test with a
mean pretest score
of 61.05%, which
is significantly
higher than the
control group. The
experimental
group had a mean
posttest of
67.79%.
This is a positive
difference of

Based on the design of the

study and the reported
data, experiences with
iPads and game-based
learning were not
meaning-ful enough to
significantly influence
students mathematics
achievement. This finding
indicates that instruction
with the supplemental use
of the iPad was not an
effective intervention for
fifth-grade students
mathematics achievement
according to the manner in
which the current
investiga-tion was
conducted. These findings
are aligned with existing
studies in which 1:1
mobile learn-ing devices,
like the iPad, were not
shown as influential on
student achievement

12

`Hojjat Mahmoudi
(2014)
The effect of

Hebbs
arousal
theory

Research hypothesis

H 1 : Video Games

Quasi
experimenta
l

have positive effect on

13

Public
schools
of
Urrmia

All first year

male
students
And using

6.74%. Comparing
the growth of the
control group and
the experimental
group, a difference
of 0.07% was
identified.
Based on the
results, not enough
evidence existed to
reject the null
hypothesis in
which it was
assumed that no
difference in
mathematics
achievement
would exist
between the
experimental and
control groups as
measured by the
fifth-grade
mathematics
SFAW Virginia
SOL aligned
assessment

The ANCOVA was used to

compare the effects of
computer games in
increasing attention, speed
& consistency of learning

Based on the results,

computer games
significantly increased the
attention of students, and

computer games
on speed, attention
& consistency of
learning
mathematics
among students

City

increasing the attention of

math students

H 2 : Video Games
have positive effect on
increasing the speed of
math students

H 3 : Video Games
have positive effect on
increasing the learning
ability of math students

H 4 : Video Games
have positive effect on
increasing the learning
consistency of math
students

13

Dixie K.
Swearingen
(2011)
Effect of digital
game based
learning on ninth

Constructi
vism
theory

1.

To study the effect of

digital-game play on
student mathematics
achievement as
measured by a district
created standards-based
exam

multistage
cluster
sampling
one class
was selected
randomly to
form the
control
group &
other class
as the exp
group
control
group
-traditional
maths class
Exp group
-using ocean
express
game

Quantitative
method

14

Transitio
n class in
rural
high
school
in US,
midweste

280
1st year 9th
grade
students
Treatment
group-game

The mean scores of

exp group in attention
were more than that of
control group. F-test
results shows that the
difference is
significant(F=210.83,p
=0.001)
The average of the exp
group in speed was
more than that of the
control group. F-test
results
(F=15.26,p=0.001).
the experimental
intervention had no
significant effect on
math learning
(F=1.17,p=0.28) &
learning stability
(F=2.15,p=0.15).

The descriptive
data results from both
control and treatment
groups
1st objective

Mean post-test scores

for all students that did
not play the MMOG

accelerated math
calculations in learning
mathematics. however
computer games have no
significant effect on
increasing math learning
& learning stability

The results of this study

indicate that a relationship
may exist between
ninth grade students
mathematics achievement
scores on a district created
standardized test and

grade students
mathematics
achievement

2.

3.

4.

to study whether are

there statistically
significant differences in
mathematics
achievement between
students who play an
interdisciplinary MMOG
and students who do not
play an interdisciplinary
MMOG?
To investigate to what
extent do students
gender , SES and the
relationship of playing
or not playing an
interdisciplinary game
have on 9th grade
students mathematics
achievement
To investigate whether is
there a statistically
significant relationship
between the amount of
time playing the MMOG
and mathematics scores
among ninth grade
students who played the
interdisciplinary
MMOG?

rn state

play
Control
group-no
game play

15

increased 6.37
Mean post-test scores
for all students that did
play the MMOG
increased 7.88
2nd objective

The regression
equationwas
significantly related
with students pre-test
scores and may predict
students posttest
scores, F(1, 185) =
42.77, p < 0.01, R2 =
0.19

Pre-test was entered

followed by group to
determine the effect of
playing an MMOG or
not playing an MMOG
on mathematics
posttest results.
significant results were
found in pretest, F(1,
185) = 42.77, p < .01,
R2 = 0.19.The
following are the
results of adding group
into the linear
equation, F (1,184)
=.04, p > .05, R2= .
00. These results
indicate that playing
the MMOG had no
impact of students
mathematics
achievement on a

playing an
interdisciplinary MMOG.
This studys
findings indicated that
there are no statistical
differences in mathematics
test scores based upon
gender and MMOG play.
However, results inferred
that
statistical differences did
occur based on
socioeconomic status and
the amount of time
engaged in MMOG play.

district developed
standardized test.
3rd objective

Regression results
indicate that neither
group nor gender have
a significant effect on
students posttest score
with F(1,184) =.04, p
> .05 and F(1, 182) =
2.70, p > .05,
respectively.

However, students
oflow socioeconomic
status (LSES) show
negative impact by
playing the
MMOGF(1, 183) =
4.01, p < 0.05, and
were negatively
impacted by playing
theMMOG by -5.24
points.
4th objective

The results of the

analysis are indicated
that R2= 0.10, F(1,
110) = 12.59, p < .01,
= 0.28 and R2 =
0.10, F(2,109) =
13.91, p < .01, =
0.10respectively.

Approximately ten
percent of the variance
of student posttest
scores may be
accounted for by the

16

pretest scores and ten

percent of the variance
may also be
contributed to the
amount of time
students played the
MMOG. The
correlation coefficients
were 0.32and 0.36 for
pretest and time
playing the MMOG
respectively

14

Christine M
(2013)
Evaluation of the
Effect of a Digital
Mathematics
Game on
Academic
Achievement

Situated
learning
theory

Research question
Q1 What is the effectiveness
of Kos Journey on students
mathematics
achievement as measured by
the researcher-constructed
assessment of the
seventh grade Common Core
Mathematics Standards
relative to students
who do not play Kos
Journey?
Q2 Do the items of the
assessment function
differently for students using
Kos Journey as a
supplement to normal
instruction than for students
who do
not play the game?

Quantitative

17

Schools
in
Colorado

371 7th grade

students

Grand mean of the

posttest measure for
the full model was
7.33 (.39) with a
high reliability
estimate of .87. The
regression
coefficients of
treatment, -0.12
(.56), t(8)= -0.206, p
= .843, indicated
that students who
received Kos
Journey had lower
posttest scores;
however, this effect
was not statistically
significant. The
classroom average
pretest was a
significant predictor
of posttest scores,
0.92 (.24), p = .006.

The finding suggest

that Kos Journey did
not significantly
improve mathematics
achievement

18

Thus, even when

differences in
average classroom
achievement on the
pretest were
controlled (i.e., held
constant), treatment
effects were not
evident.
Pretest and posttest
item difficulties
were calculated for
the experimental and
control groups and
decreased in item
difficulty for the
experimental group
relative to the
changes for the
control group. As
recommended by
Linacre (2012),
items with
differences of .5
logits were
considered notable
and possible
evidence of content
that the KosJourney
intervention was
successful in
targeting. Four of
the six items (Q5,
Q6, Q12, and Q15)

15

Lu Chung Chin,
EffandiZakaria
(2015)
Understanding of
Number Concepts
and
Number
Operations
through Games in
Early
Mathematics
Education

Constructi
vism
theory

H01: There were no

significant differences in
mathematics achievement
scores of pupils across three
testing
time (pre, post 1, post 2).

quasiexperimenta
l design

Preschool in
Banggi

47 preschools
students
experimental
group(23
pupils)

H02: There were no

significant differences in
mathematics achievement
scores between the
experimental
group and the control group.

- control
group (24
pupils)

had clear
connections to Kos
Journey content.
However, it is
unknown why the
experimental
students found the
two statistics and
probability items
(Q18 and Q20) less
difficult given the
lack of comparable
content in Kos
Journey.
1) Mean scores for
pre,post1 & post 2
Exp
contr
ol
Pre
15.26 22.79
Post
34.17 25.08
1
Post
33.35 31.54
2
Based on the mean
score,H01is rejected, [F
(2, 44) = 33.94, p <
0.05]. There was main
effect of
pre-posttest for mean
score in mathematics
achievement.
1) Results showed that
the mean mathscores

19

The pretest and post test

results show that the
children in the
experimental group
demonstrated better
achievement
in comparison to the
children in the control
group. The use of GBLM
significantly influenced
the results of
number concepts and
number operations from
the pretest score to the
posttest score especially
for the experimental
group.

for both
experimental and
control groups did
not differ
significantly[F (1,
45) = 0.106, p >
0.05]. From the
analysis, the effect
sizes for group was
small with the
Partial Eta Squared,
2 = 0.002 which
has a power of 0.2%.
Thus, the researcher
failed to reject H02.

16

Mansureh
Kebritchi,
AtsusiHirumi,
HaiyanBai (2010)

Experienti
al Learning
Theory

-not stated

Mixed
method

Urban
high
school in
the
southeast
of the
United
States

The effects of
modern
mathematics
computer games
on mathematics
achievement and
class motivation

20

193
algebra
and prealgebra
students
(117treatmen
t group
& 76
control
group)
10
teachers

Quantitative results
- the MANACOVA
indicated no
significance
differences on
achievement and
motivation of the
control group versus
the treatment group
with different prior
mathematics
knowledge,computer
skills, and English
language skills. The
Pillais Trace of .05
is not significant,

The DimensionTM
games had a
significant positive
effect on students
mathematics
achievement in the
public high school
setting. Students who
played the
mathematics
computer games
scored significantly
higher on the district
wide math
benchmark exam than
students who did not

F(2,94)=1.49, p>.05,
and failed to reject
the hypothesis that
population means on
the dependent
variables were the
same for the control
and treatment
groups. in addition,
no significant
interaction was
found among control
& treatment groups,
computer skills,
prior mathematics
achievement, and
English Language
Skills,
F(2,94)=.86,p>,05
Interview results
- mathematics
achievement &
motivation- the
teachers believed
that the mathematics
games had + effects
on students
mathematics
achievement and
mathematics class
motivation
- individual
differences both

21

play the games.

Teachers and students
interviews support the
quantitative findings.
the majority of the
interviewed teachers
and students reported
that the participants
mathematics
understandings and
skills improved as a
result of playing
mathematics games

teachers & students

had a consistent
view on the impact
of students
mathematics prior
knowledge, but
inconsistent
perspectives on the
impacts of computer
skills and English
language skills on
students
mathematics
achievement and
motivation when
they played the
games
17

Pilar Lisa (2013)

The Effects of
Digital Games on
Middle School
Students
Mathematical
Achievement

Constructi
vist
Learning
Theory

Research questions
1.What effects did playing a
digital game (Lure of the
Labyrinth) have on middle
school students
mathematical achievement,
as measured by internal
assessments linked to the
National Council of Teachers
of Mathematics (NCTM)
standards and benchmarks?

Quantitative
method

2. Did the effects of playing

a digital game (Lure of the
Labyrinth) on middle school
students mathematical

22

Internati
onal
School of
Kenya

168 (grades
6,7,& 8)
students

Question 1
84 control group students
exhibited an average
math score
decline of -.38 point
from 80.99 points (SD =
10.76) at pretest to 80.61
points (SD = 11.10) at
posttest. In contrast, the
84 students in the
treatment group
improved their
mathematical
60 achievement scores +
1.49 points from an
average of 81.11 points

Playing Labyrinth had

a significant (p < .
0005) but small effect
(ES = .13) on
students
mathematical
achievement
playing Labyrinth had
a positive but small
effect on math
achievement for both
girls and boys (b =
-1.87, p < .0005, ES =
.13) with no
significant difference
of treatment due to

achievement, as measured by
internal assessments linked
to NCTM standards and
benchmarks, differ for boys
versus girls?
3. What effects did playing a
digital game (Lure of the
Labyrinth) have on middle
school students motivation
to learn mathematics, as
measured by a modified
version of the Course Interest
Survey (CIS) (Keller, 1987)?

18

Jeng Chung

Motivation

Research questions

Quantitative

23

University

63 2nd year

at pretest (SD = 11.24) to

82.60 points at posttest
(SD = 11.15).
Question 2
playing Labyrinth had a
positive but small effect
on math achievement for
both girls and boys (b =
-1.87, p < .0005, ES = .
13) with no significant
difference of treatment
due to sex
Question 3
students in the control
group lost .03 points on
their attention scores
from pre- to post-test
whereas the treatment
group gained 1.14 points.
Using the control groups
change in attention score
as the reference, the
overall change between
the two groups is -1.17 (0.3 - 1.14 = -1.17). Thus,
the students in the
control group at posttest
gained an average of
1.17 fewer points on
their self-reporting of
Attention than the
students in the treatment
group.
1. Learning

sex (b = -1.54, p =
ns).
playing Labyrinth, the
treatment in this
study, did not have a
significant effect ton
the satisfaction
measure of
motivation

-The data analysis results

woo (2013)
Digital gamebased Learning
Supports student
motivation,
cognitive success,
and performance
outcomes

, volition
&
performan
ce (MVP)
theory

1.

2.

What DGBL design

method can be employed
to apply various game
characteristics that
match the motivational
strategy procedures?
Do empirical
relationships exist
between motivation,
cognition &
performance in DGBL
as suggested in Keller
theory?

of
Education
Taiwan.

24

university
students of
the
Department
of Art &
Design

motivation
The mean of the
relevance subscale was
the highest (6.37) and
that of the attention
subscale was the lowest
(5.77). The means of the
confidence and
satisfaction subscales
were 5.90 and 6.05,
respectively. In addition,
all of the motivational
subscales attained
standard deviations
ranging from .67 to .78.
The mean of overall
learning motivation was
6.02. Although game
characteristics, such as
fun, fantasy, curiosity,
and role-playing can
attract learners attention,
they are not necessarily
directly relevant to
learning.
2. Cognitive load
The intrinsic cognitive
load reported by the
learners suggests that the
CAM course is a
learning domain with a
slight to moderate level
of difficulty for students,
whereas the SD (1.73)

showed that motivation &

cognitive load exhibited a
significant canonical
correlation with
performance. This
preliminary finding
suggests that when
designing DGBL,
designers should increase
motivation & germane
cognitive load to enhance
learning effectiveness.
- In addition, the attention
component must be
compromised. However,
relevance, satisfaction,
and confidence do not
conflict. This study
proposes an application of
game characteristics to the
attention, relevance,
satisfaction, and
confidence model, and
integrated multimedia
effects in using DGBL
design methods.

shows that learners

possess individual
differences.

19

Emram Yunus
(2010)
Keberkesanan
Penggunaan
perisian
pendidikan dalam
pembelajaran
matematik

Teori
Kognitif

Hipotesis Nol : tiada

perbezaan siginifikan pada
min pencapaian pelajar yang
diselaraskan dalam
matematik tajuk
Transformations di antara
pelajar yang menggunakan
perisian permainan
pendidikan dengan pelajar
yang menggunakan perisian
KPM
Hipotesis alternative: Min
pencapaian pelajar yang

Quantitatif

25

SMK
Bukit
Gambir
Pulau
Pinang

64 Pelajar
tingkatan
dua ( 33
kumpulan
rawatan &
31 kumpulan
kawalan)

3. Performance
The mean and CV of the
students skill
performance were 111.84
min and .24,
respectively. CV is
independent of the unit.
To compare data sets
with differing units, the
CV should be employed
instead of the SD.
Therefore, the CVs of
cognitive performance
and skill performance
reflect the similarity in
the degree of group
dispersion.
Nilai min ujian
pasca kumpulan
rawatan didapati
telah meningkat
kepada 66.27
daripada 39.24 iaitu
perbezaan nilai min
27.03
Nilai min kumpulan
kawalan dalam ujian
pra adalah 49.71 dan
telah meningkat
kepada 61.90 dalam

Penggunaan perisian
permainan terbukti
berkesan membantu
meningkatkan pencapaian
matematik pelajar.

20

Chian-Wen KAO
(2014)
The Effects of
Digital Gamebased
Learning Task in
English as a
Foreign
Language
Contexts: A Metaanalysis

Processing
theory

diselaraskan dalam
Matematik tajuk
Transformations bagi pelajar
yang menggunakan perisian
permainan pendidikan
siginifikan lebih tinggi
daripada pelajar yang
menggunakan perisian KPM
Research question
1. Do digital games
effectively lead EFL
learners to the
improvement of
English learning?
2. Are certain
moderating variables
more influential than
others in determining
the effects
of DGBL?

Metaanalysis

Based on
previous
research

Based on
previous
research

ujian pasca iaitu

perbezaan nilai min
12.19
perbezaan min yang
signifikan ini
membolehkan
penyeledik menolak
hipotesis nol
Demographic data
. There were totally
1,908 students in
the twenty-five
selected studies.
There has been a
gradual growth in
the number of
studies on DGBL
since 2008.
Overall
effectiveness
The result indicated
that there was a
medium positive
effect size (d =
0.695) with the 95%
CI of 0.598 to 0.791
under the fixedeffect model and
also a medium
positive effect size
(d = 0.777) with the
95% CI of 0.504 to
1.051 under the

26

This meta-analysis
generally showed
that a medium
positive effect size
was found
to favor DGBL. The
meta-analysis
therefore suggested
DGBL to be effective
for the
acquisition of English
as a foreign
language. In
addition, publication
bias appeared to be
negligible in this
meta-analysis.
Finally, the overall
effect size obtained
in this meta-analysis
was heterogeneous.
It was therefore
suggested that other
moderating variables
need to be taken into
account when

random-effects
model. Since the CIs
did not include zero,
the observed
averaged effect
sizes were
statistically
trustworthy.

21

Nienke Vos*,
Henny van
der Meijden 1,
Eddie
Denessen
(2010)

Constructi
vist
theories

Quasiexperimentl
quantitative
study.
Students
in one group

27

4
elementa
ry
schools
in The
Netherla
nds

235 students
from nine
classes; 113
fifth
grade
students and
122 sixth

There were no
differences between
boys and girls in
their competence at
school, F(1,233)
3.42, p .066.
There are significant

investigating the
effects of DGBL. Six
potential moderating
variables in three
task characteristics
(i.e., task participant
characteristics:
students
educational levels
and instructors bias;
task design
characteristics:
Internet facilities and
game types; task
involvement
characteristics:
treatment duration
and linguistic
knowledge)
were therefore
investigated and
certain variables
were found to be
more influential than
others in
determining the
DGBL effectiveness.
The results suggest that
constructing
a game might be a better
way to enhance student
motivation and deep
learning than playing an
existing game. Despite the

Effects of
constructing
versus playing an
educational game
on student
motivation
and deep learning
strategy use

22

Laili, nadia &

maizatul
(2015)
Touch Gesture
Interaction Of
Preschool
Children
Towards
Games
Application
Using Touch
Screen Gadjet

Teori
Kognitif

(i)

(ii)

mengenal pasti
kecekapan
interaksi
gerakan
sentuhan
kanak-kanak
prasekolah
dalam aktiviti
bermain aplikasi
permainan;
mengenal pasti
tahap
pendedahan
interaksi
gerakan
sentuhan pada

were given
the task to
construct a
game on
Dutch
proverbs
(constructio
n group).
The students
in the other
group had to
play an
existing
game on
Dutch
proverbs
(play
group).
Kaedah
pemerhatian
dengan
intervensi.

28

grade
students
(aged 1012
years old).

difference between
the perceived
competence of the
students in both
conditions, F(1,229)
8.49, p .004.
The minimum effect
size (d .35) was in
favour of the group
who constructed a
game.
This indicates
students who
constructed the
game felt more
competent than the
students who played
the game

promising results, the low

level of complexity of the
games used is a study
limitation

Hasil dapatan
menunjukkan
(i) interaksi
gerakan sentuhan
kanak-kanak
terhadap aplikasi
permainan
mengguna gajet
skrin sesentuh
dapat diukur
melalui
kecekapan dan
pengalaman
mereka mengendali
iPad dan bermain
aplikasi permainan;

kajian mendapati
pengalaman interaksi
gerakan
sentuhan yang dilalui oleh
kanak-kanak
menggunakan aplikasi
permainan membantu
meningkatkan interaksi
sentuhan disamping
meningkat perkembangan
kanak-kanak terutamanya
dalam aspek kognitif,
emosi, sosial, fizikal

Tanjong
Malim
pereak

20 orang
kanak-kanak
prasekolah
(10 orang
lelaki dan 10
orang
perempuan)
berumur di
antara 5 dan
6 tahun

(iii)

23

Eric Zhi Feng

Liu & PoKuang Chen
(2013)

Social
Learning
Theory

gajet skrin
sesentuh dalam
kalangan
kanak-kanak
prasekolah; dan
memahami
pengalaman
interaksi
gerakan
sentuhan
kanak-kanak
prasekolah
bermain aplikasi
permainan
mengguna gajet
skrin sesentuh.

-not stated

Quantitative

The Effect of
Game-Based
Learning on
Students
Learning

29

elemen
tary
school
in
norther
n
Taiwan

18 students
-3 third
graders, 2
fourth
graders, 7
fifth
graders,
and 6
sixth
graders.

(ii) tahap interaksi

gerakan
sentuhan kanakkanak pada tahap
yang baik melalui
interaksi dalam
pengendalian iPad
dan aplikasi
permainan
mengguna
pergerakan
sentuhan; dan
(iii) pengalaman
interaksi gerakan
sentuhan kanakkanak prasekolah
mempengaruhi
kecekapan dalam
memahami konsep
permainan dan
pengendalian gajet
skrin sesentuh yang
baik.
1. Acceptance of
elementary
school
students
towards
educational
card game
-The results show
that the students
exhibited

The participants
displayed positive
attitudes toward the
use of the science
card game and felt
that the approach
Contributed to
learning. The
majority of students
accepted this

consistently positive
responses for all
constructs.
Perceived
usefulness and
intention to use
received
particularly high
scores, indicating
that the students
felt they could gain
scientific knowledge
by learning with the
card game and that
it was useful to the
learning of science
knowledge
2. Influence of
educational card
game on science
learning
achievement
among elementary
school students
The results indicate
that the posttest
scores of
the students
(M=92.13,
SD=8.80) were
significantly higher
than the pretest
scores (M=83.33,

Performance
in Science
Learning A
Case of
"Conveyance
Go"

30

learning method and

hoped to continue
using this approach
in the future. The
students also
expressed that
learning with the
educational card
game could assist
them to gain
scientific knowledge
and that the gamebased learning
method increased
their interest in
modes of transport
and energy. The
pretest and posttest
results demonstrate
that the card
game significantly
increased the
students scientific
knowledge related to
energy and means of
transport

SD=11.43)
(t=-3.319, p<0.01)

24

Fu-Hsing Tsai,
Kuang-Chao
Yu and HsienSheng Hsiao
(2014)

Constructi
vist Theory

-Not stated.

Qualitative

Exploring the
Factors
Influencing
Learning
Effectiveness
in Digital
Game based
Learning

31

Not
stated

eight sixthgrade students

-Based on the
results of the
performance test (a total
score of 100 points,
M=71, n=8) and
interviews, it was found
that not
everyone acquired
perfect knowledge
concepts through gameplaying. Even most
students practical
effectiveness of
knowledge acquisition
was not as good as the
performance in the
performance test (other
than Kevin), since most
students had
misconceptions or had
forgotten some important
knowledge about
electricity during
interviews.

It was found that

many factors
Interactively
influence students
effectiveness of
knowledge
acquisition in DGBL.
Students learning
motivation,
learning ability, and
playing skill could be
key factors that
collectively influence
the effectiveness of
knowledge
Acquisition in DGBL.
Also, students
learning motivation,
learning ability, and
playing skill were
affected by
their playing
motivation,

-Next, the students

gaming behavior was
analyzed to identify key
variables that could serve
as predictors of the
students effectiveness of
knowledge acquisition.
From the analysis of infield observations, the
students game playing
records, feedback sheets,
think-aloud verbal
protocols and interviews,
it was found that most
participants
were immersed in the
game play and thought
that Super Delivery was
a fun game
-it was found that
students had three key
gaming behaviors when
interacting with the
game: (1) learning
motivation to seriously
learn new knowledge; (2)
learning ability to
successfully understand
new knowledge; and (3)
playing skill to solve
game problems. For
instance, students
behaved differently
according to learning

32

motivation,
learning ability and
playing skill in the face
solving how to charge
their electric motorcycles

25

26

Sitzman
(2011)
The
effectiveness
of computerbased
simulation
games (IO
Psychology)

Constructi
vism
Theory

Objective

Mansureh
kebritchi(200
8)

Motivation
al Theory

Hypothesis:
1. There is no
significant
difference
between
learners
achievement of
the
experimental
group, who
receive the pre-

Effects of a
computer
game on
mathematics
achievement
and class

ARCS
MOdel

exa
o
e
min
the
ruct
effe
al
ene
ctiv
of
ss
-bas
uter
ed
ulat
sim
ga
ion
s
me
tive
rela
co
aris
mp
gro
on
(k
up
65,
=
6,4
N
=
76).
-

To examine the
instructional
effectiveness of
computer based
simulation games
relative to
comparison group

Meta
analysis

Not
stated

Not stated

Quantitative
experimenta
l study

Urban
high
school
at
southe
ast
state in
United
States

193 students

33

1st hypothesis
- The experimental
group produced
significantly
superior
performance on the
post-exam (M45.71)compared to
control group
(M=32).1st
hypothesis rejected

-Pengetahuan deklaratif
adalah 11 % lebih
tinggi, pengetahuan
prosedur adalah 14 %
lebih tinggi dan
pengekalan adalah 9 %
lebih tinggi untuk
pelajar yang belajar
menggunakan simulasi
permainan berbanding
dengan kumpulan
perbandingan.
Based on the results
computer games affects
students motivation and
motivation in learning
algebra

algebra games,
versus the
control group
who do not
receive the
games.
2. There is no
significant
difference
between
learners
motivationation
s of the
experimental
group, who
receive the prealgebra games,
versus the
control group
who do not
receive the
games

motivation:
An
experimental
study

27

Tan Wei
Sin(2007)
Pengaruh
Kualiti CD
Matapelajaran
Lukisan
terbantu
Komputer
dengan

Behaviouri
s

Mengkaji pengaruh
penggunaan kualiti
CD matapelajaran
Lukisan
berbantukan
computer yang
dihasilkan
menggunakan skrin
Cantasia Studio
terhadap motivasi
pelajar

2nd hypothesis
-significant
difference between
learners motivation
of the experimental
group, who receive
the pre-algebra
games, versus the
control group who
do not receive the
games. 2nd
hypothesis
accepted

Kajian
Eksperiment
al

34

42
orang
respon
den

Politeknik
Sultan Abdul
Halim

Dapatan Kajian
menunjukkann bahawa
kualiti CD video yang
dibangunkan mencapai
skor min iaitu 4.42.
Manakala peningkatan
motivasi dan kefahaman
pelajar setelah
menggunakan Cd
rakaman mendapat skor
min tertinggi iaiatu 4.23

Berdasarkan dapatan
kajian, didapati bahawa
CD Matapelajaran
Lukisan terbantu
Komputer dengan
menggunakan
perakam skrin
camtasia studio
terhadap motivasi,
kefahaman &

menggunakan
perakam skrin
camtasia
studio
terhadap
motivasi,
kefahaman &
pencapaian
pelajar

28

Tina(2005)
The effect of
problemsolving video
games on the
science
reasoning
skills of
college
students

Congnitive
Theory

Mengkaji pengaruh
penggunaan kualiti
CD matapelajaran
Lukisan
berbantukan
computer yang
dihasilkan
menggunakan skrin
Cantasia Studio
terhadap
kefahaman pelajar
- Mengkaji pengaruh
penggunaan kualiti
CD matapelajaran
Lukisan
berbantukan
computer yang
dihasilkan
menggunakan skrin
Cantasia Studio
terhadap
pencapaian pelajar
Research questions
1. In what ways do
problem-solving
video games
affect the
reasoning of
students and
problem
solving?
2. What cognitive
process do
students of

& 4.18.. Kajian ini

menunjukkan bahawa
pencapaian pelajar
kumpulan eksperimen
meningkat sebanyak
5.2% berbanding
kumpulan kawalan.

33
student
s

Mixed
Method

35

No stated

pencapaian pelajar

video games affect

the reasoning of
students and
problem solving.

different levels
of reasoning
use when
playing problem
solving video
games?

29

Fengfeng(2013)
Computergame-based
tutoring of
mathematics

Behaviouri
sm Theory

Research question
1. How was gamebased tutoring
performed?
2. What
meaningful
patterns of
tutorlearner
interaction
emerge from
the game-based
tutoring
program?

Sixtyfour
grade
68
student
s

Mixed
method

36

Two schools
schools.
Among them
13 were from
the rural,
pueblo school,
with around
92%
being Native
American, 8%
being
Hispanic, and
62% being
girls. Fifty
one students
were from the
urban,
Hispanic
school, with
around 98%
being
Hispanic and
39% being
girls.

Around 95% of
participants interviewed
reported participating in
the game-based tutoring
program as a positive
and engaging experience.
On the other hand, the
tutoring enactments and
interview results
indicated a diversity in
the motivation and hence
the reaction of
students toward gaming
and game-based tutoring

The study finds an

improvement in
students state test
performance at the
pueblo school after the
game-based tutoring
program.

30

Juan (2010)
Using game
theory and
Competitionbased
Learning to
stimulate
student
motivation
and
performance

Game
Tehory
(Binmore,1
994)

Not stated

Not
stated

Mixed
Method

37

Not Stated

The students
consider that the topic
proposed for the lab
work has been interesting
(4.16), the interaction
with students out of the
group has a middle
value (3.02) but
considering that in a
normal lab work this
result normally gets
closer to one it is
reasonable. Concerning
the last three
questions, the
competition approach
has been clearly a
stimulus to learn more
(3.86), the students
strongly like the
approach proposed
(4.24), which is the
highest value, and
finally; the use of Game
Theory tournaments is
interesting to be applied
in practical tasks

The CnBL methodology

discussed here
motivates students to
improve their work by
competing against
instructor-defined code
and/or the code of other
students in a tournament
environment. The
qualitative opinions
provided by the students
and the similarity of the
surveys' results indicate
that the use of friendly
competitions provide a
strong motivation that
helps to increase the
student performance.