Hypothesis Identification

In recent years, the popularity of computer-based video games has grown exponentially. As a result, developers of games and researchers have begun to examine the impact of video games on the cognitive learning of students. Educators have also become concerned about the impact of technologies on the education of children. This study considered whether computer-based video games assist the development of cognitive learning in children. The two questions addressed by the study are "(1) Can computer-based video games be instructional tools in early education? and (2) Should instructional strategies be modified to fit into young children's media experience?" (Chuang & Wei-Fan, 2009). Based on the purpose of the study the major research null hypothesis drawn was that there are no statistically significant differences in students' achievement when they receive two different instructional methods (Chuang & Wei-Fan, 2009). The two methods considered were the traditional computer-assisted instruction (CAI) and a computer-based video game.

Participants included 108 third grade students from a middle to high socio-economic school district in Taiwan (Chuang & Wei-Fan, 2009). The students were divided into to two groups a control group and an experimental group. The control group used the CAI and the experimental group used a computer-based video game. To more accurately portray the differences in the instructional methods the results of the study were divided into four sections. The four sections consisted of multiple-choice, matching, application, and post-test scores. The experimental group scored from slightly higher on the matching section to significantly higher on the three remaining sections. The result clearly indicates a significant difference between the users of the CAI and computer-based video game playing. The study revealed that playing the computer-based video game was more useful in aiding the students' learning than text-based CAI. The conclusion resulted in the rejection of the null hypothesis. Results of the research indicate that playing computed-based games not only improves the students' fact and memory processes, but it encourages problem-solving abilities allowing the student to recognize multiple solutions for problems.

This study provided evidence supporting the use of computer-based video games to assist in the development of the participants' cognitive learning. Whereas computer-based video games were previously considered for entertainment only causing harmful effects on children, this study portrays the positive impact acquired with the use of this interactive media. The study demonstrates that children can improve their cognitive development through play. Based on the results of this study, future research should continue explore the influence of other independent variables such as learning styles and individual differences in the application