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 study Done by: AbeerALMaawali 82910 AmalALHosni 82931

2. Comparative study Link: http://tiny.cc/9gyvr Title: “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 study Instruments: 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.

6. Non-comparative study Instruments: 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.

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.