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[ subject:"Pedagogy." ]
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Exploring teacher and administrator ...
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Russell, John.
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Exploring teacher and administrator perception regarding game-based learning.
紀錄類型:
書目-電子資源 : Monograph/item
正題名/作者:
Exploring teacher and administrator perception regarding game-based learning./
作者:
Russell, John.
出版者:
Ann Arbor : ProQuest Dissertations & Theses, : 2016,
面頁冊數:
210 p.
附註:
Source: Dissertation Abstracts International, Volume: 78-06(E), Section: A.
Contained By:
Dissertation Abstracts International78-06A(E).
標題:
Education. -
電子資源:
http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10252912
ISBN:
9781369515831
Exploring teacher and administrator perception regarding game-based learning.
Russell, John.
Exploring teacher and administrator perception regarding game-based learning.
- Ann Arbor : ProQuest Dissertations & Theses, 2016 - 210 p.
Source: Dissertation Abstracts International, Volume: 78-06(E), Section: A.
Thesis (Ed.D.)--Drexel University, 2016.
Although games have permeated our society and culture, they have yet to take their rightful place in education. Game-based learning (GBL) is associated with a myriad of benefits, including increased motivation, engagement, and varied skill development; yet it is not widely used in formal K-12 schooling. Therefore, it is critical to understand not only the educational value of games (board, social, and digital) but also stakeholders' perceptions of GBL as they may impact programs and implementation. Working from a constructivist paradigm, this research reviewed existing literature regarding GBL benefits, obstacles, use, and perceptions before shifting its attention to explore perceptions in one secondary education institution considering GBL as a common instructional practice. By focusing on research questions that examine teacher and administrator perceptions about, teacher use of, and administrative observations regarding GBL, the study aimed to support and inform this school in future GBL implementation initiatives. The study employed a mixed methods approach using surveys and focus group discussions in a cycle of explanatory sequential design that gathered targeted input from 10 teachers and 8 administrators from a 7-12 high school, as well as elements from an administrative review of teacher practice through historical data, to construct and confirm a collective stakeholder perception about GBL. Data was reviewed from all three approaches and themes emerged that connected findings across data sources as well as stakeholder subgroups. Critical information on game use, perceived benefits, potential obstacles, and the emergent generational gap between new and veteran teachers provided insightful results that ultimately addressed the core research questions and yielded interesting recommendations for future initiatives and research. While the study may not be able to define conclusively GBL's rightful place in the field of education, the research thoroughly explored the perceptions and realities that influence the inconsistencies associated with game use as tool for teaching and learning in this setting. As a result, this, or any, district can now build on the established foundation of qualitative and quantitative data on perceptions, use, values, and concerns to drive GBL progress in a direction that is manageable and meaningful.
ISBN: 9781369515831Subjects--Topical Terms:
516579
Education.
Exploring teacher and administrator perception regarding game-based learning.
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Although games have permeated our society and culture, they have yet to take their rightful place in education. Game-based learning (GBL) is associated with a myriad of benefits, including increased motivation, engagement, and varied skill development; yet it is not widely used in formal K-12 schooling. Therefore, it is critical to understand not only the educational value of games (board, social, and digital) but also stakeholders' perceptions of GBL as they may impact programs and implementation. Working from a constructivist paradigm, this research reviewed existing literature regarding GBL benefits, obstacles, use, and perceptions before shifting its attention to explore perceptions in one secondary education institution considering GBL as a common instructional practice. By focusing on research questions that examine teacher and administrator perceptions about, teacher use of, and administrative observations regarding GBL, the study aimed to support and inform this school in future GBL implementation initiatives. The study employed a mixed methods approach using surveys and focus group discussions in a cycle of explanatory sequential design that gathered targeted input from 10 teachers and 8 administrators from a 7-12 high school, as well as elements from an administrative review of teacher practice through historical data, to construct and confirm a collective stakeholder perception about GBL. Data was reviewed from all three approaches and themes emerged that connected findings across data sources as well as stakeholder subgroups. Critical information on game use, perceived benefits, potential obstacles, and the emergent generational gap between new and veteran teachers provided insightful results that ultimately addressed the core research questions and yielded interesting recommendations for future initiatives and research. While the study may not be able to define conclusively GBL's rightful place in the field of education, the research thoroughly explored the perceptions and realities that influence the inconsistencies associated with game use as tool for teaching and learning in this setting. As a result, this, or any, district can now build on the established foundation of qualitative and quantitative data on perceptions, use, values, and concerns to drive GBL progress in a direction that is manageable and meaningful.
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http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10252912
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