This document summarizes two studies. The first was a comparative study that observed four classes totaling 98 students using an educational video game. It found the game shifted the environment from teacher-centered to student-centered, actively engaging students. The teacher evolved implementation strategies over time. The second was a non-comparative study surveying 522 university students about e-learning satisfaction. It found gender and job status influenced perceptions of predictors and satisfaction, while job status and learning styles moderated the relationship between predictors and satisfaction.

1. Comparative andNon-comparative studyDone by: AbeerALMaawali \ 82910AmalALHosni \ 82931

2. Comparative studyLink: http://tiny.cc/9gyvrTitle: “A case study of the in-class use of a video game for teaching high school history”Purpose: The purpose of this study was to understand teacher and student experiences with and perspectives on the in-class use of an educational video game.

3. Comparative studyInstruments: Observation, focus group and individual interviews, and document analysis.Participants: Four of the teacher’s classes were observed, each composed of approximately 25 students, with a total of 98.

4. Comparative studyFindings:Results showed that the use of the video game resulted in a shift from a traditional teacher-centered learning environment to a student-centered environment where the students were much more active and engaged.

5. Also, the teacher had evolved implementation strategies based on his past experiences using the game to maximize the focus on learning. Non-comparative studyLink: http://tiny.cc/1dq79Title: “The impact of individual differences on e-learning system satisfaction: A contingency approach”Purpose: This study investigated the impact of contingent variables on the relationship between four predictors and students’ satisfaction with e-learning.

6. Non-comparative studyInstruments: A survey questionnaire.Participants: 522 university students from 10 intact classes engaging in online instruction were asked to answer questionnaires about their learning styles, perceptions of the quality of the proposed predictors and satisfaction with e-learning systems.

7. Non-comparative studyFindings:Resultsshowed that two contingent variables, gender and job status, significantly influenced the perceptions of predictors and students’ satisfaction with the e-learning system.

8. This study also found a statistically significant moderating effect of two contingent variables, student job status and learning styles, on the relationship between predictors and e-learning system satisfaction.