| This paper reports findings on a study about online computer-assisted instruction (CAI). The study was performed to determine ways in which online educational games can be assistive to teachers in teaching and students in learning mathematics facts. Employing an experimental pretest-posttest control group design, the study examined which method, traditional games or online computer games, created a greater increase of student learning of mathematics facts. Subjects consisted of children in grades 1--5; the lower two grade levels practiced addition facts, while the upper three grade levels practiced multiplication facts. The findings indicated that students who participated in online CAI when practicing mathematics facts did not score significantly better than those students who participated in traditional methods of learning mathematics facts. |
