Learning Games and Student Teams: Their Effects on Classroom Process 1

Abstract

This study examines the effects of using a learning game (EQUATIONS), student teams, and the games-teams combination on classroom process variables in seventh grade mathematics classes for a four-week period. Using the game created greater student peer tutoring, less perceived difficulty, and greater satisfaction with the class. Using student teams positively altered classroom process by creating greater student peer tutoring, and greater perceived mutual concern and competitiveness in the classroom. The games-teams combination resulted in greater peer tutoring than either games or teams alone. The results are interpreted using a structural theory of games and of teams.