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Television, Games, and Mathematics: Effects of Children’s Interactions with Multiple Media

Television, Games, and Mathematics: Effects of Children’s Interactions with Multiple Media

Sandra Crespo, Vincent Melfi, Shalom M. Fisch, Richard A. Lesh, Elizabeth Motoki
Copyright: © 2011 |Volume: 3 |Issue: 3 |Pages: 18
ISSN: 1942-3888|EISSN: 1942-3896|EISBN13: 9781613507155|DOI: 10.4018/jgcms.2011070101
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MLA

Crespo, Sandra, et al. "Television, Games, and Mathematics: Effects of Children’s Interactions with Multiple Media." IJGCMS vol.3, no.3 2011: pp.1-18. http://doi.org/10.4018/jgcms.2011070101

APA

Crespo, S., Melfi, V., Fisch, S. M., Lesh, R. A., & Motoki, E. (2011). Television, Games, and Mathematics: Effects of Children’s Interactions with Multiple Media. International Journal of Gaming and Computer-Mediated Simulations (IJGCMS), 3(3), 1-18. http://doi.org/10.4018/jgcms.2011070101

Chicago

Crespo, Sandra, et al. "Television, Games, and Mathematics: Effects of Children’s Interactions with Multiple Media," International Journal of Gaming and Computer-Mediated Simulations (IJGCMS) 3, no.3: 1-18. http://doi.org/10.4018/jgcms.2011070101

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Abstract

Research has shown that educational media, such as television series or interactive games, can promote significant learning. However, it is quite common for producers to create several interconnected media, such as a television show and an associated web site, under the assumption that multiple platforms elicit greater learning than a single medium would. The research reported in this paper uses Cyberchase media as the setting in which to investigate the effectiveness of multiple media as a tool for mathematical learning for elementary school children. The study includes both a naturalistic phase, which mirrors children’s typical use of the media, and an experimental phase, which allows for causal inference to be drawn about their learning outcomes.

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