Gameplaying for maths learning: cooperative or not?

Abstract

Abstract This study investigated the effects of gameplaying on fifth‐graders’ maths performance and attitudes. One hundred twenty five fifth graders were recruited and assigned to a cooperative Teams‐Games‐Tournament (TGT), interpersonal competitive or no gameplaying condition. A state standards‐based maths exam and an inventory on attitudes towards maths were used for the pretest and posttest. The students’ gender, socio‐economic status and prior maths ability were examined as the moderating variables and covariate. Multivariate analysis of covariance (MANCOVA) indicated that gameplaying was more effective than drills in promoting maths performance, and cooperative gameplaying was most effective for promoting positive maths attitudes regardless of students’ individual differences.