Impact of Kinect Game on Primary School Students' Mental Computation Speed

Impact of Kinect Game on Primary School Students' Mental Computation Speed

Ozgur Yilmaz (Istanbul University-Cerrahpasa, Turkey) and Duygu Mutlu Bayraktar (Istanbul University-Cerrahpasa, Istanbul, Turkey)
Copyright: © 2018 |Pages: 18
DOI: 10.4018/IJGBL.2018100104
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This article investigates the effect of kinesthetic educational game on students' mental computation speed. A Solomon four-group design was used to avoid the influence of pretest-posttest design. In order to determine which grade is appropriate for this game, a pilot study was conducted with 30 students. As for the main study, 123 students participated. First, the group was divided into two as control group and experimental group. The participants of the control group played a computer game while the members of experimental group played a kinesthetic educational game. According to Solomon, using a four-group model the study group was divided into 4 separate groups. The groups were randomly assigned and two of them were applied a pre-test. After the pre-test, in order to measure the attention level of students, a d2 test of attention was applied. The study lasted for 8 weeks in total. At the end of the study, a significant difference was found between the mental computation speeds of the experimental and the control groups. The second significant finding in this study was that there was a difference between the mental computation speeds of students depending on their cognitive characteristics. In other words, students with a low attention level finished the games in a longer period of time in comparison with students who have middle and high attention levels. It was concluded that students with a low attention level have lower mental computation speed. The results suggest that within primary school, Kinect-based exergames can be exploited as effective and motivational learning environments.
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Today’s children have grown up within digital technology. The digital world such as computer games, social media and internet has an important effect on children, who were introduced to technology at early ages, in terms of studying, playing games and even socializing. Games, which have served to humankind as the biggest part of entertainment for hundreds of years, now meet us in a digital form that people prefer just to spend their free time. Surveys on young people among many countries have shown that children spend a large proportion of their time with media (Blumberg, Blades, & Oates, 2013). Rideout, Foehr and Roberts (2010) reported that American youngsters between 8 to 18-year-olds play video games approximately for 1.15 hour on average and time spent on playing games is increasing day by day. In 1999, the average time that was spent for games was 24 minutes; in 2004 it was 49 minutes and in 2009 it turned out to 73 minutes. Vandercammen and Vandenbrande (2011) noted that teenagers in Belgium play game for 1.20 hour per day and the ones in Netherland play game for 1.61 hour per day. It is reported that at least 83% of children and adolescents in Singapore play games in 2011 (Gentile et al., 2011). Moreover, more than half of junior high school students have played online games in Taiwan (Tarng & Tsai, 2010). In Turkey, however, a rapidly increasing digital player profile has been reported. For this reason, educators are conducting numerous studies on whether digital games can be used as a supporting tool in education or not. If we can’t benefit from the advantages that digital world encompasses children and adolescents, we will not be able to catch the spirit of the digital age in respect of revealing students’ potential (Judson, 2010). Dr. Kawashima's Brain Training Game comprises a variety of puzzles that primarily involve mental calculations and memorisation. At regular intervals players complete a ‘brain-age check’, which provides feedback to the individual about his or her speed and accuracy in tasks. In this study the smaller and bigger (< – >) comparison game was selected to investigate the impact of Kinect game on students’ mental computation speed.

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