Does Playing Video Games Give a Child an Advantage in Digital Game-Based Learning?

In this paper we first investigated the relationship between game habits of primary school children and their school achievements and anxiety levels. Then, we investigated if children habitually playing video games at home have an advantage when it comes to learning using educational games. In order to answer these questions, we exploited the data coming from the digital game-based learning (DGBL) intervention Happy Maths, a 6-week programme run in Irish primary schools aimed to increase maths abilities and decrease maths anxiety (MA). The dataset contained the academic achievements, the video game habits and the intervention data of 952 pupils. Our results show how playing games at home that are not age-appropriate was associated with higher MA and lower maths score, while time spent playing was associated with higher MA and lower literacy score. Regarding the efficacy of the DGBL intervention, there was no difference in the efficacy of the intervention between gamers and non-gamers. However, habitual video gamers were faster in executing their game moves, and they achieved higher scores, learning the game better. Overall, the study underlines the importance of playing age-appropriate games, and it provides evidence that, although kids playing video game might have a good advantage when it comes to educational games, the efficacy of such games is the same for gamers and non-gamers.