Context dependent effects of educational video games in the classroom
Abstract
The present study focuses on the context effects of technology in the classroom. There has been much research in support of the context dependent theory, as well as much research on video games and technology in the classroom, but there has been a lack of research of the two concepts combined. The current study tested students in four different 4th grade classrooms by randomly assigning the classes to one of four conditions; students who learned a concept using an iPod touch and were tested using an iPod touch, students who learned using an iPod touch and were tested with a paper test, students who learned as they normally would and were tested using the iPod touch, and students who learned as they normally would and were tested with a paper test. It was hypothesized that students who both learned and were tested with either an iPod or with paper would perform better, due to the same context. The results did suggest an effect of technology, although not a significant one and there were no significant context effects. Further research is needed to examine the technology effect further.