Effect of Computer Based Video Games on Children: An Experimental Study 
Chuang, T.-Y., & Chen, W.-F. (2009). Effect of Computer-Based Video Games on Children: An Experimental Study.
Educational Technology & Society, 12 (2), 1–10.
Effect of Computer-Based Video Games on Children: An Experimental Study
Tsung-Yen Chuang1 and Wei-Fan Chen2
1
Information and Learning Technology, National University of Tainan, 33, Sec. 2, Shu-Lin St. Tainan, Taiwan 700 // chuangyen@mail.nutn.edu.tw // Tel: +886-6-2133111 Ext: 940
2
Information Sciences and Technology, The Pennsylvania State University, 03 Bell Atlantic Center for Technology,
Lehman, PA 18627, USA // weifan@psu.edu // Tel: +1-570-675-9142
ABSTRACT
This experimental study investigated whether computer-based video games facilitate children’s cognitive learning. In comparison to traditional computer-assisted instruction (CAI), this study explored the impact of the varied types of instructional delivery strategies on children’s learning achievement. One major research null hypothesis was tested: there are no statistically significant differences in students’ achievement when they receive two different instructional treatments: (1) traditional CAI; and (2) a computer-based video game. One hundred and eight third-graders from a middle/high socio-economic standard school district in Taiwan participated in the study. Results indicate that computer-based video game playing not only improves participants’ fact/recall processes (F = 5.288, p < .05), but also promotes problem-solving skills by recognizing multiple solutions for problems (F = 5.656, p < .05).
Keywords
Game learning, Play theory, Cognitive processes, Educational technology
Introduction
The use of multimedia in education has significantly changed people’s learning processes. Results from a number of research studies indicate that appropriately designed multimedia instruction enhances students’ learning performance in science, mathematics, and literacy (Gee, 2003). Previous studies indicate that
Educational Technology & Society, 12 (2), 1–10.
Effect of Computer-Based Video Games on Children: An Experimental Study
Tsung-Yen Chuang1 and Wei-Fan Chen2
1
Information and Learning Technology, National University of Tainan, 33, Sec. 2, Shu-Lin St. Tainan, Taiwan 700 // chuangyen@mail.nutn.edu.tw // Tel: +886-6-2133111 Ext: 940
2
Information Sciences and Technology, The Pennsylvania State University, 03 Bell Atlantic Center for Technology,
Lehman, PA 18627, USA // weifan@psu.edu // Tel: +1-570-675-9142
ABSTRACT
This experimental study investigated whether computer-based video games facilitate children’s cognitive learning. In comparison to traditional computer-assisted instruction (CAI), this study explored the impact of the varied types of instructional delivery strategies on children’s learning achievement. One major research null hypothesis was tested: there are no statistically significant differences in students’ achievement when they receive two different instructional treatments: (1) traditional CAI; and (2) a computer-based video game. One hundred and eight third-graders from a middle/high socio-economic standard school district in Taiwan participated in the study. Results indicate that computer-based video game playing not only improves participants’ fact/recall processes (F = 5.288, p < .05), but also promotes problem-solving skills by recognizing multiple solutions for problems (F = 5.656, p < .05).
Keywords
Game learning, Play theory, Cognitive processes, Educational technology
Introduction
The use of multimedia in education has significantly changed people’s learning processes. Results from a number of research studies indicate that appropriately designed multimedia instruction enhances students’ learning performance in science, mathematics, and literacy (Gee, 2003). Previous studies indicate that
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