Based on these outcomes, the researcher concluded that the recent findings are consistent with other meta-analyses on computer-assisted instruction. Therefore, the author submitted that when appropriately applied, technology can increase student learning achievements. Instructional games. The fourth category of CAI is instructional games. The theory of conventional classroom learning is continuously altered and modified by the expansion of technology and communication. This advancement offers the confirmation of learning without the constraints of schedule and location. Computer-assisted instruction software programs render inspiration and promote profound learning experiences to students (Hung-Pin Shih, 2008). Students’ enthusiasm during regular classwork exercises and testing is at a low level because exercise represents repetition of work. In many cases this results to declining output, thus, utilizing methods that intensifies motivation is in order (Allessi & Trollip, 2001). Instructional games have numerous factors that provide impetus and the aspiration for achievement is most vital (Yee, 2007). A study conducted by Bekir Celen (2009), which included 157 high school learners, was intended to assess the effects of scoring high and seeing the student’s name on the top of the list after web-based drills. The author reported the website with the greatest competitive characteristics yielded the most progressive outcomes. The process steered to transform the learners’ intentions to explore the website and the occurrence of their visit. It was concluded in this research that there was no discrepancy in enthusiasm between male and female genders in instructional games.
Based on these outcomes, the researcher concluded that the recent findings are consistent with other meta-analyses on computer-assisted instruction. Therefore, the author submitted that when appropriately applied, technology can increase student learning achievements. Instructional games. The fourth category of CAI is instructional games. The theory of conventional classroom learning is continuously altered and modified by the expansion of technology and communication. This advancement offers the confirmation of learning without the constraints of schedule and location. Computer-assisted instruction software programs render inspiration and promote profound learning experiences to students (Hung-Pin Shih, 2008). Students’ enthusiasm during regular classwork exercises and testing is at a low level because exercise represents repetition of work. In many cases this results to declining output, thus, utilizing methods that intensifies motivation is in order (Allessi & Trollip, 2001). Instructional games have numerous factors that provide impetus and the aspiration for achievement is most vital (Yee, 2007). A study conducted by Bekir Celen (2009), which included 157 high school learners, was intended to assess the effects of scoring high and seeing the student’s name on the top of the list after web-based drills. The author reported the website with the greatest competitive characteristics yielded the most progressive outcomes. The process steered to transform the learners’ intentions to explore the website and the occurrence of their visit. It was concluded in this research that there was no discrepancy in enthusiasm between male and female genders in instructional games.