This study investigated the effects of computer-based video games versus traditional computer-assisted instruction on the learning of 115 third-grade students. Students were split into two groups - one received a text-based lesson on firefighting safety via CAI, while the other played the computer game "Fire Department 2: Fire Captain." Both groups then took a quiz to assess their learning. The results showed that students who played the video game performed statistically better on the quiz than those who received only traditional CAI, providing evidence that computer-based video games can facilitate cognitive learning in children.

1. EFFECT OF COMPUTER-BASED VIDEO GAMES ON CHILDREN Tsung-Yen Chuang and Wei Fan Chen Presentation by: Filane Cervantes and Katrina Villar

2. This experimental study investigated whether computer-based video games facilitate children's cognitive learning. This study explored the varied types of instructional delivery strategies on children's learning achievement, as compared to the traditional computer-assisted instruction (CAI). One major research null hypothesis was tested: There are no statistically significant differences in students' achievement when they receive two different instructional treatments: (1) traditional CAI; and (2) a computer-based video game.

3. Methods PARTICIPANTS 115 third-graders participated in the study, 61 male students & 54 Female students INSTRUCTIONAL MATERIALS Instructional topic: Fire-fighting Instructional content: Danger of fire and fire-fighting techniques Instructional materials: Computer-assisted instruction - unit of text-based instructional materials was developed Computer-based video game - Fire Department 2: Fire Captain

4. Procedures Participants were asked to take part in two instructional sessions. Each session would take 40 minutes. For a total of 80 minutes. First session: the control group received a unit of CAI about fire-fighting. The experimental group were asked to play the computer game Fire Captain. Second session: Participants were required to take a quiz to allow assessment of their learning

5. Procedures CONTROL GROUP A text-only web page was shown on their monitors They would have 35 minutes to read through the instructions Browse the contents at their own pace EXPERIMENTAL GROUP Used 5 minutes for demonstration (skills of mouse control for the computer game) Participants also had 35 minutes to explore this game freely However, they had to finish the tutorial mission as soon as possible

6. CONCLUSION This study was developed to investigate the effects of computer-based video games on the cognition of elementary-level students. The following conclusions may be drawn. First, computer-based video games were applied to cognitive improvement. The results from this study provided experimental evidence to support that the use of computer-based video games can facilitate students' cognitive learning process Second, children's development and learning could benefit from play. Even without the emphatic educational intention such as CAI programs, children can still improve their cognition through playing computer and video games.