The DOI matches its Crossref record; 4 of the 4 references it cites were found in a registry or an index.
On-Task and Off-Task Behavior in the Classroom: A Study on Mathematics Learning With Educational Video Games
Abstract
When performing a task in the classroom, it is essential to place the focus on learning. In the classroom, it is possible to distinguish between time spent by students on-task and off-task. The former is the time in which the student is focused on the learning task; the latter is the remaining time in which they focus on other activities. Understanding the relationship between the two is a concern for teachers, especially for those who teach mathematics and other subjects that are often considered unattractive by students. Given the opportunity afforded by educational video games to motivate and engage math students, an educational drill-and-practice video game was used in this study to practice second-grade arithmetic and study the students' on-task and off-task behavior. We found that when practicing arithmetic using an educational drill-and-practice video game, time on-task decreases during an activity (30 minutes) as well as over the course of the school year (March to December). This study has implications for the length of mathematics classes at schools as well as the need to vary activities during a class.
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In the citing paper
“The application of GBL approach is appropriate to apply because it can increase students involvement in learning mathematics (Beserra et al., 2019; Kiili et al., 2018).”
From Sustainable Mathematics Learning Using Digital Game-Based Learning: The Impact on Student’s Self-efficacy and Mathematics Achievement (2022) · cites this paper as Beserra et al., 2019
In the citing paper
“These findings are in line with previous studies by Beserra et al. (2019) and Kiili et al. (2018) where the use of learning materials with the application of GBL approach increases student involvement in learning.”
From Sustainable Mathematics Learning Using Digital Game-Based Learning: The Impact on Student’s Self-efficacy and Mathematics Achievement (2022) · cites this paper as Beserra et al. (2019)
In the citing paper
“High student confidence and involvement in the process of learning mathematics will help improve students' mathematical understanding and at the same time improve student mathematical achievement (Beserra et al., 2019; Kiili et al., 2018).”
From Sustainable Mathematics Learning Using Digital Game-Based Learning: The Impact on Student’s Self-efficacy and Mathematics Achievement (2022) · cites this paper as Beserra et al., 2019
In the citing paper
“Previous studies shown that the application of GBL has helped to increase students' instructional motivation in mathematics learning (Beserra et al., 2019; Kiili et al., 2018; Wang et al., 2018).”
From Sustainable Mathematics Learning Using Digital Game-Based Learning: The Impact on Student’s Self-efficacy and Mathematics Achievement (2022) · cites this paper as Beserra et al., 2019
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Cited by
Pan, Y., Ke, F., & Xu, X. (2022) · Educational Research Review · doi:10.1016/j.edurev.2022.100448 · Cited by 107
Mohd Ramli, I. S., Maat, S. M., & Khalid, F. (2022) · International Journal of Academic Research in Progressive Education and Development · doi:10.6007/ijarped/v11-i2/12934 · Cited by 5
“In the other hand, those students with higher self-efficacy would perform better in the high-level learning of critical conceptions in mathematics (Cai et al., 2019) and the student achievement performance were highly related to their motivation and self-efficacy (Hsia et al., 2016). In the teaching and learning of Ma…”
BackgroundResultInfluential
Metadata
- Authors
- Beserra, V., Nussbaum, M., & Oteo, M.
- Affiliations
- University of Tarapacá (CL)
- Department of Computer Science, Escuela de Ingeniería, Pontificia Universidad Católica de Chile, Santiago, Chile
- University College London (GB)
- Corresponding author
- Beserra, Vagner
- ORCID
- Beserra, Vagner
- Venue
- Journal of Educational Computing Research
- Publisher
- SAGE Publications
- Published
- 2017-11-30
- Volume
- 56
- Issue
- 8
- Pages
- 1361-1383
- ISSN
- 0735-6331 (ISSN-L)
- 1541-4140
- OpenAlex
- W2774548175
- Cited by
- 58
- References
- 4
- Citations by year
- 2026: 4 · 2025: 3 · 2024: 5 · 2023: 14 · 2022: 8 · 2021: 6 · 2020: 14 · 2019: 3 · 2018: 1
- FWCI
- 9.97
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Journal of Educational Computing Research (publishedVersion)
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Educational Games and Gamification
- Social Sciences › Education › Mathematics Education and Teaching Techniques
- Social Sciences › Education › Education and Technology Integration
- Keywords
- on-task behavior, off-task behavior, educational video games, mathematics learning, student engagement, instructional time allocation
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Cite CoChat for the checks on this page, and the paper for its own findings.
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- CoChat. (2026). Citation check: On-Task and Off-Task Behavior in the Classroom: A Study on Mathematics Learning With Educational Video Games. https://app.cochat.ai/papers/10.1177/0735633117744346
- The paper
- Beserra, V., Nussbaum, M., & Oteo, M. (2019). On-Task and Off-Task Behavior in the Classroom: A Study on Mathematics Learning With Educational Video Games. Journal of Educational Computing Research. https://doi.org/10.1177/0735633117744346
Data sources
Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
