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Factors Affecting the Reading Comprehension of Fourth Year High School Students

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Moreover, Tzeng (1999) explained in his study “Optimizing Challenges and Skills in the Design of an Educational Computer Game and Exploring Adolescents’ Gaming Beliefs” that previous studies indicate that computer-assisted instruction (CAI) programs have important factors that can motivate, challenge, increase curiosity and control, and promote fantasy in children. Despite the fact that computer and video games gave the same multimedia capability as CAI programs, Begg et. al. (2005) stressed in their study “Game-Informed Learning: Applying Computer Game Processes to Higher Education” that their potential learning impact is often discounted by parents and educators. Recently, computer-based video games presence and popularity have been ever-growing, and game developers and researchers have started to investigate video games impact on students’ cognitive learning.
For, example Pillay (2002) commenced a study entitled “Journal of Research on Technology in Education” investigating the influence of recreational computer games on children’s subsequent performance on instructional tasks. While game-playing is regarded somewhat negative in educational settings, particularly for young children, re-scrutinization of its influence in a teaching and learning context is crucial. This study investigated whether computer-based video games facilitate children’s cognitive learning achievement. In comparison to traditional CAI programs, this study explored the impact of the varied types of instructional delivery strategies on children’s learning achievement. Research results from the Kaiser Family Foundation and the Children’s Digital Media Centers pioneered by Riedeout et. al. (2003) found in their study “Electronic Media in the Lives of Infants, Toddlers and preschoolers” that children in the United States are growing up with media and are spending hours a day watching

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