1) What impact does Digital Games Based Learning (DGBL) have on raising attainment in Mathematics?
My focus was on the use of computer games specifically designed to educate (in this case, Grid Club & Education City) as opposed to computer games designed purely for entertainment (such as commercial off-the-shelf (COTS) computer games like Nintendo DS/Wii). These educational digital games, often referred to as 'edutainment' products, have been criticised for trying to 'sweeten the bitter pill of educational content' (Scanlon, Buckingham & Burn, 2005) by using commercial gaming features to disguise boring 'drill and practice' activities in an attempt to increase the motivation of learners and 'make learning fun'. My objective was to observe whether this was the case and whether regular playing of digital maths games at a weekly afterschool maths club had a positive impact on raising attainment and increasing motivation for those Year 3/4 children involved.
2) Does an after school 'Maths for Fun' club have an impact on middle ability pupils attainment and motivation in the classroom?
The focus of the second piece of research was the overall effect that an out of school maths club would have on those children that attended. In this case, those pupils were all middle ability children, specially selected by the teacher in the hope that this support would improve their mathematic attainment and/or motivation in the classroom. The research looked at mental maths test results for the year 4 class involved that were completed before anyone attended the club, and again at the end of the six week period. Observations were made on the impact that the club had on those that attended. This second piece of research was not looking at the Digital Games Based Learning (DGBL) in isolation, but considered this, alongside the classroom based boxed games also played as part of the maths club to assess the impact made.
