Game-based remedial instruction in mastery learning for upper-primary school students

Chun Hung Lin, Eric Zhi Feng Liu*, Yu Liang Chen, Pey Yan Liou, Maiga Chang, Cheng Hong Wu, Shyan-Ming Yuan

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

29 Scopus citations


The study examines the effectiveness of using computer games for after-school remedial mastery learning. We incorporated instructional materials related to "area of a circle" into the popular Monopoly game to enhance the performance of sixth-grade students learning mathematics. The program requires that students enter the answers to avoid the shortcomings of multiple-choice questions. Throughout the game, whenever students are unable to answer questions correctly they receive immediate remedial instruction specifically for that question. This study sought to compare the effectiveness of game-based and video-based remedial instruction incorporated with elements of mastery learning. The results demonstrate that (a) both instructional videos and the proposed Monopoly game enhance the learning of mathematical concepts; and (b) the Monopoly game is more effective than instructional videos at leveraging the benefits of mastery learning. The goal of the research was to integrate games and mastery learning into after-school remedial instruction and design a game to practice the steps of mastery learning.

Original languageEnglish
Pages (from-to)271-281
Number of pages11
JournalEducational Technology and Society
Issue number2
StatePublished - 30 Apr 2013


  • Game-based learning
  • Learning effectiveness
  • Mastery learning
  • Remedial instruction

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